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+\relax 
+\bbl@beforestart
+\citation{passow2017,evans1993}
+\citation{hume1739}
+\citation{kant1781}
+\babel@aux{english}{}
+\citation{lillis2001}
+\citation{conrad2017}
+\citation{nilson2015}
+\citation{bloom1971,kulik1990}
+\citation{nilson2015}
+\citation{nilson2015,blackstone2018}
+\citation{passow2012}
+\citation{burguillo2010}
+\citation{carlile1998,morrison2004}
+\citation{awang2008}
+\citation{bell2010}
+\citation{burguillo2010,michieletto2018}
+\citation{nilson2015}
+\citation{kluyver2016}
+\citation{student1908}
+\@writefile{lof}{\contentsline {figure}{\numberline {1}{\ignorespaces Laboratory schedule for the 14-week semester in upper-level engineering course. Each box represents an assignment that includes measurements, statistical analysis, and lab report. The ``Mass Measurement Contest'' asks students to use a combination of methods from weeks 1-9 to predict the mass of an object attached to a vibrating beam. The final two weeks are used to measure a first-order convective heat transfer problem, incorporating statistical uncertainty, finite element analysis, and verification.  \relax }}{3}\protected@file@percent }
+\providecommand*\caption@xref[2]{\@setref\relax\@undefined{#1}}
+\newlabel{timeline}{{1}{3}}
+\citation{burguillo2010}
+\@writefile{lof}{\contentsline {figure}{\numberline {2}{\ignorespaces Plotted above in (a) is the average change in lab report grade as a function of the first Report~\#0. The specification for passing Report \#0 is shown as a red line at 70 points. The green area above the ``Linear model change in grade''=0 shows the students that continuously improved their report grades throughout the semester. The dark red section in the lower-left, that has no student data, would be students that performed poorly and continued to decrease quality. The light-red section between 70 and 100 are the students that decreased quality to the point of risking failing Report~\#6. The yellow section between 70 and 100 above the orange risk section are students that decreased quality, but maintained high enough marks to not risk failing lab reports. There are three populations of students from Fall 2018 $\square $~markers and Fall 2019 $\circ $~markers:\IeC {\nobreakspace  }Red indicates students that failed Report~\#0, but their scores increased throughout the semester, Green indicates students that passed Report~\#0 whose scores continued to increase throughout the semester, and orange are students that passed Report~\#0, but their scores decreased throughout the semester. The orange marks in the red sections, "maintain poor quality" were at risk of failing other lab reports. In (b), box plots of the scores from 2018 and 2019 on reports 0-6 are plotted. The median is shown by a horizontal line, the notches indicate the confidence interval, the whiskers denote the range of scores, with outliers marked as circles, and the upper- and lower-quartiles are shown by the boxes above and below the median lines. The red-dashed line indicates the specification for a passing grade on the reports. \relax }}{5}\protected@file@percent }
+\newlabel{quality}{{2}{5}}
+\@writefile{lof}{\contentsline {figure}{\numberline {3}{\ignorespaces Plotted above is a histogram of the reported errors from Fall~2018 and Fall~2019 for the mass measurement contest. The average mass reported in Fall~2018 and Fall~2019 was 18~$\pm $~33~g and 41~$\pm $~27~g, respectively with error reported as standard deviation. The actual mass measurements were 32~$\pm $~2~g. The histogram is the error=(reported value - the actual value). \relax }}{6}\protected@file@percent }
+\newlabel{contest}{{3}{6}}
+\bibstyle{unsrtnat}
+\bibdata{ASEEpaper}
+\@writefile{lof}{\contentsline {figure}{\numberline {4}{\ignorespaces Plotted above is a histogram of the responses from senior capstone project students that either: took the project-based laboratory course concurrently with capstone, in the previous year, or not at all. The students were asked to rate the necessity of eight problem-solving and technical writing skills that were introduced in this project-based laboratory course.\relax }}{7}\protected@file@percent }
+\newlabel{contest}{{4}{7}}
+\bibcite{passow2017}{{1}{2017}{{Passow and Passow}}{{}}}
+\bibcite{evans1993}{{2}{1993}{{Evans et~al.}}{{Evans, Beakley, Crouch, and Yamaguchi}}}
+\bibcite{hume1739}{{3}{1739}{{Hume}}{{}}}
+\bibcite{kant1781}{{4}{1781}{{Kant}}{{}}}
+\bibcite{lillis2001}{{5}{2001}{{Lillis and Turner}}{{}}}
+\bibcite{conrad2017}{{6}{2017}{{Conrad}}{{}}}
+\bibcite{nilson2015}{{7}{2015}{{Nilson and Stanny}}{{}}}
+\bibcite{passow2012}{{8}{2012}{{Passow}}{{}}}
+\bibcite{burguillo2010}{{9}{2010}{{Burguillo}}{{}}}
+\bibcite{carlile1998}{{10}{1998}{{Carlile et~al.}}{{Carlile, Barnet, Sefton, and Uther}}}
+\bibcite{morrison2004}{{11}{2004}{{Morrison}}{{}}}
+\bibcite{awang2008}{{12}{2008}{{Awang and Ramly}}{{}}}
+\bibcite{bell2010}{{13}{2010}{{Bell}}{{}}}
+\bibcite{michieletto2018}{{14}{2018}{{Michieletto and Pagello}}{{}}}
+\bibcite{kluyver2016}{{15}{2016}{{Kluyver et~al.}}{{Kluyver, Ragan-Kelley, P{\'e}rez, Granger, Bussonnier, Frederic, Kelley, Hamrick, Grout, Corlay, et~al.}}}
+\bibcite{student1908}{{16}{1908}{{Student}}{{}}}
+\gdef \LT@i {\LT@entry 
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diff --git a/ASEE-DELOS_Cooper.bbl b/ASEE-DELOS_Cooper.bbl
new file mode 100644
index 0000000..e288406
--- /dev/null
+++ b/ASEE-DELOS_Cooper.bbl
@@ -0,0 +1,125 @@
+\begin{thebibliography}{16}
+\providecommand{\natexlab}[1]{#1}
+\providecommand{\url}[1]{\texttt{#1}}
+\expandafter\ifx\csname urlstyle\endcsname\relax
+  \providecommand{\doi}[1]{doi: #1}\else
+  \providecommand{\doi}{doi: \begingroup \urlstyle{rm}\Url}\fi
+
+\bibitem[Passow and Passow(2017)]{passow2017}
+Honor~J. Passow and Christian~H. Passow.
+\newblock {What Competencies Should Undergraduate Engineering Programs
+  Emphasize? A Systematic Review}.
+\newblock \emph{Journal of Engineering Education}, 106\penalty0 (3):\penalty0
+  475--526, jul 2017.
+\newblock ISSN 10694730.
+\newblock \doi{10.1002/jee.20171}.
+
+\bibitem[Evans et~al.(1993)Evans, Beakley, Crouch, and Yamaguchi]{evans1993}
+D.~L. Evans, G.~C. Beakley, P.~E. Crouch, and G.~T. Yamaguchi.
+\newblock {Attributes of Engineering Graduates and Their Impact on Curriculum
+  Design}.
+\newblock \emph{Journal of Engineering Education}, 82\penalty0 (4):\penalty0
+  203--211, oct 1993.
+\newblock ISSN 10694730.
+\newblock \doi{10.1002/j.2168-9830.1993.tb01075.x}.
+
+\bibitem[Hume(1739)]{hume1739}
+David Hume.
+\newblock \emph{A treatise of human nature}.
+\newblock Dover, 1739.
+
+\bibitem[Kant(1781)]{kant1781}
+Immanuel Kant.
+\newblock \emph{Critique of pure reason}.
+\newblock MacMillan, New York, NY, 1781.
+
+\bibitem[Lillis and Turner(2001)]{lillis2001}
+Theresa Lillis and Joan Turner.
+\newblock {Student Writing in Higher Education: Contemporary confusion,
+  traditional concerns}.
+\newblock \emph{Teaching in Higher Education}, 6\penalty0 (1):\penalty0 57--68,
+  jan 2001.
+\newblock ISSN 1356-2517.
+\newblock \doi{10.1080/13562510020029608}.
+
+\bibitem[Conrad(2017)]{conrad2017}
+Susan Conrad.
+\newblock {A Comparison of Practitioner and Student Writing in Civil
+  Engineering}.
+\newblock \emph{Journal of Engineering Education}, 106\penalty0 (2):\penalty0
+  191--217, apr 2017.
+\newblock ISSN 1069-4730.
+\newblock \doi{10.1002/jee.20161}.
+
+\bibitem[Nilson and Stanny(2015)]{nilson2015}
+L.~Nilson and C.J. Stanny.
+\newblock \emph{Specifications Grading: Restoring Rigor, Motivating Students,
+  and Saving Faculty Time}.
+\newblock Stylus Publishing, 2015.
+\newblock ISBN 9781620362440.
+
+\bibitem[Passow(2012)]{passow2012}
+Honor~J. Passow.
+\newblock {Which ABET Competencies Do Engineering Graduates Find Most Important
+  in their Work?}
+\newblock \emph{Journal of Engineering Education}, 101\penalty0 (1):\penalty0
+  95--118, jan 2012.
+\newblock ISSN 10694730.
+\newblock \doi{10.1002/j.2168-9830.2012.tb00043.x}.
+
+\bibitem[Burguillo(2010)]{burguillo2010}
+Juan~C Burguillo.
+\newblock Using game theory and competition-based learning to stimulate student
+  motivation and performance.
+\newblock \emph{Computers \& education}, 55\penalty0 (2):\penalty0 566--575,
+  2010.
+
+\bibitem[Carlile et~al.(1998)Carlile, Barnet, Sefton, and Uther]{carlile1998}
+Simon Carlile, Stewart Barnet, Ann Sefton, and James Uther.
+\newblock {Medical problem based learning supported by intranet technology: A
+  natural student centred approach}.
+\newblock In \emph{International Journal of Medical Informatics}, volume~50,
+  pages 225--233. Elsevier Sci Ireland Ltd, jun 1998.
+\newblock \doi{10.1016/S1386-5056(98)00073-2}.
+
+\bibitem[Morrison(2004)]{morrison2004}
+Jillian Morrison.
+\newblock {Where now for problem based learning?}
+\newblock \emph{Lancet}, 363\penalty0 (9403):\penalty0 174, jan 2004.
+\newblock ISSN 1474547X.
+\newblock \doi{10.1016/s0140-6736(03)15298-1}.
+
+\bibitem[Awang and Ramly(2008)]{awang2008}
+Halizah Awang and Ishak Ramly.
+\newblock Creative thinking skill approach through problem-based learning:
+  Pedagogy and practice in the engineering classroom.
+\newblock \emph{International journal of human and social sciences}, 3\penalty0
+  (1):\penalty0 18--23, 2008.
+
+\bibitem[Bell(2010)]{bell2010}
+Stephanie Bell.
+\newblock Project-based learning for the 21st century: Skills for the future.
+\newblock \emph{The clearing house}, 83\penalty0 (2):\penalty0 39--43, 2010.
+
+\bibitem[Michieletto and Pagello(2018)]{michieletto2018}
+Stefano Michieletto and Enrico Pagello.
+\newblock Competitions and industrial tasks as a way to learn basic concepts in
+  robotics.
+\newblock In \emph{2018 IEEE International Conference on Autonomous Robot
+  Systems and Competitions (ICARSC)}, pages 173--178. IEEE, 2018.
+
+\bibitem[Kluyver et~al.(2016)Kluyver, Ragan-Kelley, P{\'e}rez, Granger,
+  Bussonnier, Frederic, Kelley, Hamrick, Grout, Corlay, et~al.]{kluyver2016}
+Thomas Kluyver, Benjamin Ragan-Kelley, Fernando P{\'e}rez, Brian~E Granger,
+  Matthias Bussonnier, Jonathan Frederic, Kyle Kelley, Jessica~B Hamrick, Jason
+  Grout, Sylvain Corlay, et~al.
+\newblock Jupyter notebooks-a publishing format for reproducible computational
+  workflows.
+\newblock In \emph{ELPUB}, pages 87--90, 2016.
+
+\bibitem[Student(1908)]{student1908}
+Student.
+\newblock The probable error of a mean.
+\newblock \emph{Biometrika}, pages 1--25, 1908.
+
+\end{thebibliography}
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+\documentclass[12pt]{article}
+\usepackage[english]{babel}
+\usepackage[utf8x]{inputenc}
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+\usepackage{longtable}
+\usepackage{amsmath}
+\usepackage{amssymb}
+\usepackage{graphicx}
+\usepackage{etoolbox}
+\usepackage{changepage}
+\usepackage{titlesec}
+\usepackage[parfill]{parskip}
+\usepackage[margin=1in]{geometry}
+\usepackage{times}
+\usepackage{float}
+\usepackage[numbers,super]{natbib}
+
+\titleformat*{\section}{\normalsize\bfseries} % Makes section titles 12 pt font
+
+
+%----------------------------------------------------------------------------------------
+%  TITLE SECTION
+%----------------------------------------------------------------------------------------
+\title{Project-based engineering competition in upper-level engineering laboratory} % using \large makes the title
+% Author info isn't included for the Annual Conference but some regional
+% conferences might request it.
+\author{}
+%\author{\normalsize Author Name\\
+%\normalsize email@example.com\\
+%\normalsize Name of Your Department\\\
+%\normalsize Your Institution Name}
+\date{} % This leaves the date blank.
+
+\makeatletter % This gets the margins for the title set.
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+
+%----------------------------------------------------------------------------------------
+
+\begin{document}
+\raggedright
+\maketitle
+\thispagestyle{empty}
+\pagestyle{empty}
+
+%----------------------------------------------------------------------------------------
+%  PAPER CONTENTS
+%----------------------------------------------------------------------------------------
+\section*{Abstract}
+
+In this paper, I discuss novel features in an upper-level engineering course
+that have been used to enhance technical writing and problem-solving skills.  I
+redesigned the course in Fall 2018 to prepare students to make engineering
+decisions and accomplish design goals.  My short-term objectives were to prepare
+the students to start their capstone projects senior year and improve technical
+writing.  The laboratory course includes a number of novel features:
+specifications grading, interactive Jupyter lab handouts, and a problem- and
+project-based learning. Problem-solving skills were evaluated with six
+problem-based learning (PBL) laboratories and a Project-based learning (PjBL)
+contest that had a cash prize. The technical writing skills were improved using
+specifications grading in all seven laboratories. Students were given a detailed
+rubric with a pass-fail threshold. Reports that did not meet the specification
+for pass, were revised and resubmitted. In the project-based learning
+competition, the students designed their own set of experiments including finite
+element analysis and experimental procedures. The students were graded upon
+their approach to the problem and quantification of uncertainties in measured
+and predicted values.  I discuss the impacts of specifications grading,
+project-based learning competition, and detail the measured improvements in technical
+writing throughout the semesters in Fall 2018 and Fall 2019. The impacts were
+measured based upon a standardized rubric and qualitative interviews. 
+
+
+%------------------------------------------------
+
+\section*{Introduction}
+
+Engineers are expected to create models, take measurements, make predictions,
+validate models and communicate difficult concepts.  The most important ABET
+outcomes ranked by practicing engineers, employers, and recent graduates are
+1-problem solving and 2-communication\cite{passow2017,evans1993}.
+Problem-solving comes in two main forms, rational design including: mathematical
+models, computer models, and propagation of error and empirical design
+including: measurements, curve-fitting, and statistical models. An upper-level
+engineering course is the ideal place to combine these rational and empirical
+design approaches.  As academics, we often favor rational design e.g. Newton's
+laws, differential equations, and thermodynamics.  Students are often drawn to
+engineering for its empirical appeal e.g.  learn by doing, hands-on creation,
+and create and measure approach.  Rationalists and empiricists
+have fought for centuries, marked especially by the conflict between David
+Hume\cite{hume1739} and Immanuel Kant\cite{kant1781}.  The divide between
+rational and empirical thought creates skepticism in both design methods. I see
+the divide between rationalism and empiricism as the same division between
+engineering professor and engineering student. Despite skepticism between
+rational and empirical approaches, engineers are expected to build innovative
+designs with both rational models \emph{and}  empirical
+measurements and insights.  We relate quantitative, rational models to
+quantitative, empirical measurements through statistical quantities e.g.
+confidence intervals and safety factors.  Engineers have to communicate rational
+and empirical ideas to accomplish goals. 
+
+Technical writing is crucial to communicating model predictions and measured
+results. Despite the necessity for strong writing skills, students struggle to
+meet professors'\cite{lillis2001} and employers'\cite{conrad2017} expectations
+for quality writing. I use specification grading\cite{nilson2015} to allow
+students to learn from failures and respond to feedback.
+Specification grading introduces pass-fail grading of the lab reports similar to
+competency-based education or mastery learning\cite{bloom1971, kulik1990}.
+Students are given a detailed rubric and a minimum standard for passing the
+course. Failed assignments can be revised by using a token
+system\cite{nilson2015}. Specification grading is meant to decrease the time and
+effort spent on individual assignments; this time is spent providing critical
+feedback\cite{nilson2015,blackstone2018}. Technical writing is a skill that
+every practicing engineer uses to communicate ideas and findings. 
+
+The role of an upper-level engineering laboratory is to teach the connection
+between rational and empirical design and technical writing. Technical writing
+cannot be taught in isolation from technical context\cite{passow2012}. It is
+important for an upper-level engineering class to emulate engineering design as
+much as possible. The combination of rational and empirical design and technical
+writing fits into the general approach of problem-based and project-based
+learning, (PBL and PjBL, respectively). The difference between PBL and PjBL is
+that in PBL the instructor specifies tasks to be performed in basic steps. In
+contrast, PjBL specifies a greater task and the students create strategies and
+approaches\cite{burguillo2010}. Both PBL and PjBL have shown to be effective in
+higher education\cite{carlile1998,morrison2004}.  Students
+search, solve, create, and share approaches\cite{awang2008} using math models
+and measurements, then sharing is done with technical documents or graphs. PjBL
+can have a positive effect on students' attitudes towards the
+course\cite{bell2010}. Competitions in PjBL helps motivate students to approach
+more difficult concepts in the classroom\cite{burguillo2010,michieletto2018}. 
+
+The goals of this upper-level engineering project-based laboratory are to
+improve problem-solving skills and technical writing skills.  The
+problem-solving skills are evaluated with six PBL laboratories and a PjBL
+contest that with a cash prize. Rational and empirical design principals are
+presented in Jupyter notebooks that combine background information, data
+processing, and modeling.  The technical writing skills were improved using
+specifications grading in all seven laboratories. 
+
+
+%------------------------------------------------
+
+\section*{Methods}
+
+The course focuses on problem-solving and technical writing. The laboratory
+schedule is shown in Fig.~\ref{timeline}. At the University of Connecticut
+department of Mechanical Engineering department, we had 215 students in
+Fall~2018 and Fall~2019 enroll in this course, ME3263-Introduction to Sensors
+and Data. In the course, Labs \#0-4 and 6 are PBL activities
+where students are given basic steps and asked to write technical documents.
+Lab \#5 is a PjBL activity; I specified that the class needed to measure the
+mass of an object using a vibrating beam. Lab \#0 is used to introduce
+statistical significance in measurements. We relate discussions of rational
+models and empirical measurements with statistical analysis. All students work
+with the same data set and submitt reports graded with the rubric in 
+Appendix A. Lab \#1 asks students to quantify differences in machining
+methods between band saw and computer numerical control (CNC) parts.  Labs \#2-4
+ask students to quantify differences between rational predictions using
+analytical and numerical models and empirical measurements for static and
+dynamic cantilever beams. In the PjBL activity, the Lab \#5 competition, the
+students are give the task to create a design of experiments, create a predictive
+model, and use engineering judgment to measure the mass of an object on a
+vibrating beam. The final Lab \#6 included a combination of rational predictions
+using lumped-mass assumptions, finite element analysis, and empirical
+measurements. 
+
+\begin{figure}
+  \centering
+  \includegraphics[width=5in]{./lab_schedule.png}
+  \caption{Laboratory schedule for the 14-week semester in upper-level
+  engineering course. Each box represents an assignment that includes
+  measurements, statistical analysis, and lab report. The ``Mass Measurement
+  Contest'' asks students to use a combination of methods from weeks 1-9 to
+  predict the mass of an object attached to a vibrating beam. The final two
+  weeks are used to measure a first-order convective heat transfer problem,
+  incorporating statistical uncertainty, finite element analysis, and
+  verification. \label{timeline} } 
+\end{figure} 
+
+The laboratory course includes a number of novel features: specifications
+grading, interactive lab handouts, and a PjBL competition with \$150-prize.
+I use specifications grading for lab reports \cite{nilson2015}. Each lab report
+is graded based upon a pass-fail criteria and a standardized grading rubric. Lab
+groups of two students were given the opportunity to revise failed lab reports
+with tokens. Initially, each lab group has two tokens with the opportunity to
+earn more during in-class discussions or extra credit assignments. Specification
+grading is geared towards meeting a minimum set of standards, but allowing the
+teaching assistants and myself to offer more criticism. The goal is to help the
+class improve technical writing skills or at least maintain a reasonable quality
+for professional engineers. 
+
+The lab handouts are hosted as interactive Jupyter\cite{kluyver2016} notebooks.
+Students access a server to process example test data, enter their experimental
+data, and plot results of analytical predictions.  The background information is
+rendered as html with links to resources such as Student's 1908 ``The Probable
+Error of a Mean''\cite{student1908}, animations, or Wikipedia articles.  The
+goal is to combine rational and empirical design. Thus, providing resources
+for capstone engineering projects and ultimately for
+professional engineering projects.
+
+The project-based competition asks lab groups to measure the mass of an object
+attached to a vibrating beam. In weeks 10 and 11, the students create a design of
+experiments, take measurements, and create finite element analysis models. The
+competition does not have calibration weights, so the students have to rely on
+rational predictions and engineering judgments.  The
+competition ends with the submission of their best estimate of object mass with
+a propagation of error and the Methods section. The lab group with the most
+accurate measurement is awarded a \$150-prize. After the prize is awarded, the
+actual object masses were announced. The lab groups use week 12 to revise
+their approach and submit the lab report. The goal is to encourage students to
+create, design, and evaluate. Then, the teaching assistants and myself give
+clear feedback on the final error in the predicted results. 
+
+%------------------------------------------------
+
+\section*{Results and Discussion}
+
+The course focuses on problem-solving and technical writing. In
+Fig.~\ref{quality}(a), the scores of each lab group is fit to a linear model to
+determine the change in report grade per report between Labs \#0-4. The goal was
+to have the entire class in the green ``continuous improvement''-area. In
+Fall~2018, 56\% of the class continually improved and in Fall~2019, 59\% of the
+class continually improved their scores. The ``maintain quality'' area
+represents students that write reports of high quality initially, but do not
+improve during the course of the class. In Fall~2018 and Fall 2019, the students that
+maintained quality accounted for 43\% and 36\%, respectively. The remaining 1\%
+and 4\% of the class did not improve or meet specifications for lab reports, in
+Fall 2018 and 2019, respectively. The grades from Labs~\#5-6 are shown in
+Fig.~\ref{quality}(b).  Lab~\#5 was the PjBL contest and marked a significant
+increase in expectations.  The results of this study, suggest that students were
+able to incorporate feedback from teaching assistants and myself and show
+improvements in technical writing. The Labs increased in difficulty, so even the
+groups of students that maintained their grade at the specified level show
+marked improvement in communicating difficult concepts. 
+
+Regarding the effectiveness of specifications grading in technical writing,
+there is still a normal distribution of grades with the class mean between 80
+and 85~points and grades increased throughout the semester. One argument against 
+specifications grading is that students may not be motivated to increase their
+grade because once the grade is above passing there is no incentive to improve.
+I find a clear increase in grades throughout the semester, and the students
+that were in the ``maintaining poor quality'' regime did fail and redo lab reports.
+The students that did not improve found great difficulty in Labs~\#5-6, most
+failing those assignments and revising their work. The specifications grading
+also has the most noticeable effect on underperforming students. The students
+that failed Lab~\#0 had an average grade increase of 5~pts/report. This increase
+would result in a score of 85-90 on these students Lab~\#6 reports, if the
+progress was sustained and labs did not become more demanding. 
+
+% 2018 2 s = 2/52 maintain poor qual
+% 2018 0.56 improve
+% 1-0.56-2/220=43%
+
+% 2019 10 o = 10/83 maintain poor qual
+% 2019 0.59 improve
+% 1-0.59-10/228 = 36%
+
+\begin{figure}[ht!]
+
+  \begin{subfigure}[t]{0.5\textwidth}
+    \begin{centering}
+    \includegraphics[width=3.5in]{./track_progress/report_quality.png}
+    \caption{}
+    \end{centering}
+  \end{subfigure}
+  \begin{subfigure}[t]{0.5\textwidth}
+    \begin{centering}
+    \includegraphics[width=3in]{./track_progress/report_scores.png}
+    \caption{}
+    \end{centering}
+  \end{subfigure}
+
+  \caption{Plotted above in (a) is the average change in lab report grade as a function of
+  the first Report~\#0. The
+  specification for passing Report \#0 is shown as a red line at 70 points.  The
+  green area above the ``Linear model change in grade''=0 shows the students that
+  continuously improved their report grades throughout the semester. The dark red
+  section in the lower-left, that has no student data, would be students that
+  performed poorly and continued to decrease quality. The light-red section
+  between 70 and 100 are the students that decreased quality to the point of
+  risking failing Report~\#6. The yellow section between 70 and 100 above the
+  orange risk section are students that decreased quality, but maintained high
+  enough marks to not risk failing lab reports.  There are three populations of
+  students from Fall 2018 $\square$~markers and Fall 2019 $\circ$~markers: Red indicates
+  students that failed Report~\#0, but their scores increased throughout the
+  semester, Green indicates students that passed Report~\#0 whose scores continued
+  to increase throughout the semester, and orange are students that passed
+  Report~\#0, but their scores decreased throughout the semester. The orange marks
+  in the red sections, "maintain poor quality" were at risk of failing other lab
+  reports. In (b), box plots of the scores from 2018 and 2019 on reports 0-6 are
+  plotted. The median is shown by a horizontal line, the notches indicate the
+  confidence interval, the whiskers denote the range of scores, with outliers
+  marked as circles, and the upper- and lower-quartiles are shown by the boxes
+  above and below the median lines. The red-dashed line indicates the
+  specification for a passing grade on the reports. \label{quality}} 
+\end{figure} 
+
+The PjBL Lab~\#5 activity results are plotted in Fig.~\ref{contest}. The
+histogram of errors based upon reported results demonstrate the range of
+effectiveness of each lab group's experimental work. In Fall~2018 and Fall~2019,
+the average and standard deviation in error to measure a 32-g object was
+18.3$\pm$32.8~g and 11.4$\pm$26.7~g, respectively. While top three most accurate
+reports had errors less than 4\%. The competition provides very specific
+feedback to lab groups, and provides a non-grade-based metric to evaluate
+student effort and learning. 
+
+This PjBL Lab qualitatively had the highest enthusiasm and participation from
+the students. Student SET responses included, ``I liked the mass measuring
+contest!'', ``I liked using ANSYS and the competition.'', ``I liked the
+competition where the answer was unknown. I think that was the most beneficial
+thing we did and I think more of those labs would be helpful.'' Attendance to
+announce winners of the contest was not mandatory, but over 90\% of the class was
+present. Students compared answers, studied methods, and results. After the
+object masses were given to the class, they revised their methods one more time
+to reduce errors in their data collection and processing. The benefit of the
+contest was the increased enthusiasm in studying beam dynamics and finite
+element methods. Even students that had very high errors, had finite element
+models with demonstrated convergence, fast fourier transform analysis of natural
+frequencies of cantilever beams. These competitions work best when the learning
+happens whether or not the group wins\cite{burguillo2010}. 
+
+\begin{figure}[ht!]
+\centering
+  \includegraphics[width=5in]{./track_progress/mass_measure.png}
+  \caption{Plotted above is a histogram of the reported errors from Fall~2018
+  and Fall~2019 for the mass measurement contest. The average mass reported in
+  Fall~2018 and Fall~2019 was 18~$\pm$~33~g and 41~$\pm$~27~g, respectively with
+  error reported as standard deviation. The actual mass measurements were
+  32~$\pm$~2~g. The histogram is the error=(reported value - the actual value). \label{contest}}
+\end{figure} 
+
+I polled the 2019-2020 senior capstone project teams that took this
+project-based upper-level engineering lab course in either Fall 2018, 2019, or not at
+all. Students' comments about the course included ``Was a great and helpful
+class'', ``Great class! Very helpful for senior design'', and ``ME3263 was a
+great course for technical writing.'' The students were asked how useful each
+skill that was introduced in this course is in relation to accomplishing a
+senior capstone project. Over 50\% of the class of 270, agreed that all eight
+skills were useful and 50\% of the class considered technical writing to be a
+\emph{crucial skill}. The last question in the survey is: ``How prepared did
+you feel starting senior design with your background from <this course>?'' Of
+the students that took the course in Fall 2018 and Fall 2019, over 45\% felt
+prepared and students that hadn't taken the course less than 30\% felt
+prepared. Using a one-way analysis of variance on the responses
+(0:unprepared-4:very prepared), 121 students from Fall 2018, 24 from Fall 2019,
+and 17 N/A, the f-statistic=2.2 with a p-value of 0.11 between all three. While,
+considering just the difference between Fall 2018-Fall 2019, the f-statistic is
+0.01 and p-value of 0.93. There is a statistically significant difference
+between students that took the PjBL course and those that did not. This
+measurement gages the students' perceived preparation for the senior capstone
+project. 
+
+\begin{figure}[ht!]
+\centering
+  \includegraphics[width=6in]{./track_progress/survey_prep.png}
+  \caption{Plotted above is a histogram of the responses from senior capstone
+  project students that either: took the project-based laboratory course
+  concurrently with capstone, in the previous year, or not at all. The students
+  were asked to rate the necessity of eight problem-solving and technical
+  writing skills that were introduced in this project-based laboratory course.\label{contest}}
+\end{figure} 
+
+%------------------------------------------------
+\section*{Conclusions and Future Work}
+
+In conclusion, this course included a number of novel features: Problem- and
+Project-based learning (PBL and PjBL), interactive lab handouts via JupyterHub,
+and specifications grading. PBL and PjBL increased student motivation and
+confidence when beginning senior capstone projects. The PjBL competition was a
+welcomed success by students. Most lab groups excelled in rational and empirical
+design processes for the competition. Groups that did not meet expectations
+revised their work and continued to improve technical writing quality. The
+specifications grading provided a method for students to learn from failure and
+over 50\% of students increased technical writing quality. Access to interactive
+notebooks increased the variety and use of the lab handouts. Using Jupyter
+notebook handouts created a medium that mixed background information, data
+processing, and simple engineering models. The Jupyter notebooks helped to close
+the gap between rational, thinking design and empirical, hands-on design. The
+project-based upper engineering lab course redesign has been a success. Using
+the 2019-2020 senior capstone students, I found a statistically significant
+increase in preparation for engineering design from taking the lab course with
+PjBL. 
+
+Some ongoing work will be to evaluate the effectiveness of individual changes in
+the course. Specifications grading is a novel way to asses engineering students'
+technical writing skills. I believe the process of revising reports provided
+much-needed practice for students, but it would be interesting to see what
+fraction of the class has measurable increase in writing quality without this
+process. I assume the PjBL competition was a big motivational and preparational
+tool, but there may be other sources of motivation and preparation. Some future
+work is to compare results between a competition-based PjBL and
+PjBL component with no competition. 
+
+%----------------------------------------------------------------------------------------
+%  REFERENCE LIST
+%----------------------------------------------------------------------------------------
+\vspace{4\baselineskip}\vspace{-\parskip} % Creaters proper 4 blank line
+                                          %spacing.
+\footnotesize % Makes bibliography 10 pt font.
+\bibliographystyle{unsrtnat} %Can use a different style as long as it is one
+\bibliography{ASEEpaper}
+
+%----------------------------------------------------------------------------------------
+\pagebreak
+
+\section*{Appendix A}
+
+\begin{longtable}[]{@{}llllllll@{}}
+\begin{minipage}[b]{0.10\columnwidth}\raggedright
+Section\strut
+\end{minipage} & \begin{minipage}[b]{0.10\columnwidth}\raggedright
+Category\strut
+\end{minipage} & \begin{minipage}[b]{0.10\columnwidth}\raggedright
+Unacceptable (0)\strut
+\end{minipage} & \begin{minipage}[b]{0.10\columnwidth}\raggedright
+Acceptable (½)\strut
+\end{minipage} & \begin{minipage}[b]{0.10\columnwidth}\raggedright
+Good (¾)\strut
+\end{minipage} & \begin{minipage}[b]{0.10\columnwidth}\raggedright
+Excellent~(1)\strut
+\end{minipage} & \begin{minipage}[b]{0.10\columnwidth}\raggedright
+Weight\strut
+\end{minipage} & \begin{minipage}[b]{0.10\columnwidth}\raggedright
+Score\strut
+\end{minipage}\tabularnewline
+\endhead
+\begin{minipage}[t]{0.10\columnwidth}\raggedright
+Introduction\strut
+\end{minipage} & \begin{minipage}[t]{0.30\columnwidth}\raggedright
+first sentence is interesting and grab's reader's attention\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+2\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage}\tabularnewline
+\begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.30\columnwidth}\raggedright
+Problem or hypothesis is stated clearly\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+6\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage}\tabularnewline
+\begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.30\columnwidth}\raggedright
+Physical principles are stated clearly\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+6\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage}\tabularnewline
+\begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.30\columnwidth}\raggedright
+other applications are discussed\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+4\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage}\tabularnewline
+\begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.30\columnwidth}\raggedright
+reason for experiment is stated clearly\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+4\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage}\tabularnewline
+\begin{minipage}[t]{0.10\columnwidth}\raggedright
+Methods\strut
+\end{minipage} & \begin{minipage}[t]{0.30\columnwidth}\raggedright
+Relevant experimental details are discussed\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+4\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage}\tabularnewline
+\begin{minipage}[t]{0.10\columnwidth}\raggedright
+Materials\strut
+\end{minipage} & \begin{minipage}[t]{0.30\columnwidth}\raggedright
+equipment and environmnet discussed"\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+4\strut
+\end{minipage}\tabularnewline
+\begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.30\columnwidth}\raggedright
+Results and Discussion are not mentioned\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+4\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage}\tabularnewline
+\begin{minipage}[t]{0.10\columnwidth}\raggedright
+Results and Discussion\strut
+\end{minipage} & \begin{minipage}[t]{0.30\columnwidth}\raggedright
+Output of experiments are presented\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+8\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage}\tabularnewline
+\begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.30\columnwidth}\raggedright
+principles from Introduction are applied to data\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+8\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage}\tabularnewline
+\begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.30\columnwidth}\raggedright
+analysis/model/theory is presented\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+8\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage}\tabularnewline
+\begin{minipage}[t]{0.10\columnwidth}\raggedright
+Conclusion\strut
+\end{minipage} & \begin{minipage}[t]{0.30\columnwidth}\raggedright
+Summarizes report\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+2\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage}\tabularnewline
+\begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.30\columnwidth}\raggedright
+relationship between results and analysis (or model or theory) is
+discussed\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+4\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage}\tabularnewline
+\begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.30\columnwidth}\raggedright
+Most important results are summarized\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+4\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage}\tabularnewline
+\begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.30\columnwidth}\raggedright
+consequences of results are discussed\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+4\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage}\tabularnewline
+\begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.30\columnwidth}\raggedright
+reservations or limitations of study are discussed\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+4\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage}\tabularnewline
+\begin{minipage}[t]{0.10\columnwidth}\raggedright
+References\strut
+\end{minipage} & \begin{minipage}[t]{0.30\columnwidth}\raggedright
+significant previous work/textbooks are cited\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+4\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage}\tabularnewline
+\begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.30\columnwidth}\raggedright
+references are complete\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+4\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage}\tabularnewline
+\begin{minipage}[t]{0.10\columnwidth}\raggedright
+Figures\strut
+\end{minipage} & \begin{minipage}[t]{0.30\columnwidth}\raggedright
+Figures are easy to interpret\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+8\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage}\tabularnewline
+\begin{minipage}[t]{0.10\columnwidth}\raggedright
+Overall\strut
+\end{minipage} & \begin{minipage}[t]{0.30\columnwidth}\raggedright
+Spelling/grammar\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+2\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage}\tabularnewline
+\begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.30\columnwidth}\raggedright
+significant digits are correct\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+2\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage}\tabularnewline
+\begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.30\columnwidth}\raggedright
+flow\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+2\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage}\tabularnewline
+\begin{minipage}[t]{0.10\columnwidth}\raggedright
+Appendix\strut
+\end{minipage} & \begin{minipage}[t]{0.30\columnwidth}\raggedright
+contains essential material that would interupt flow\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+2\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage}\tabularnewline
+\begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+100\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage}\tabularnewline
+\end{longtable}
+
+%%%%%%%%%%%%%%%%%%%%%%%%%%%%
+\end{document}
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+Type  H <return>  for immediate help.
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+                  e3263-intro-to-sensors-and-data-grading-rubric}{%
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diff --git a/rubric.md b/rubric.md
new file mode 100644
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--- /dev/null
+++ b/rubric.md
@@ -0,0 +1,28 @@
+# ME3263 Intro to Sensors and Data Grading Rubric
+
+|Section|Category|Unacceptable (0)|Acceptable (½)|Good (¾)|Excellent (1)|Weight|Score
+|-------|-------|-------|-------|-------|-------|-------|-------|
+|Introduction|first sentence is interesting and grab’s reader’s attention|||||2|
+|---|Problem or hypothesis is stated clearly|||||6|
+|---|Physical principles are stated clearly|||||6|
+|---|other applications are discussed|||||4|
+|---|reason for experiment is stated clearly|||||4|
+|Methods|Relevant experimental details are discussed|||||4|
+|---|"Materials| equipment and environmnet discussed"|||||4|
+|---|Results and Discussion are not mentioned|||||4|
+|Results and Discussion|Output of experiments are presented|||||8|
+|---|principles from Introduction are applied to data|||||8|
+|---|analysis/model/theory is presented|||||8|
+|Conclusion|Summarizes report|||||2|
+|---|relationship between results and analysis (or model or theory) is discussed|||||4|
+|---|Most important results are summarized|||||4|
+|---|consequences of results are discussed|||||4|
+|---|reservations or limitations of study are discussed|||||4|
+|References|significant previous work/textbooks are cited|||||4|
+|---|references are complete|||||4|
+|Figures|Figures are easy to interpret|||||8|
+|Overall |Spelling/grammar|||||2|
+|---|significant digits are correct|||||2|
+|---|flow|||||2|
+|Appendix|contains essential material that would interupt flow|||||2|
+|---||||||100|
diff --git a/rubric.tex b/rubric.tex
new file mode 100644
index 0000000..ef7acf6
--- /dev/null
+++ b/rubric.tex
@@ -0,0 +1,436 @@
+\hypertarget{me3263-intro-to-sensors-and-data-grading-rubric}{%
+\section{ME3263 Intro to Sensors and Data Grading
+Rubric}\label{me3263-intro-to-sensors-and-data-grading-rubric}}
+
+\begin{longtable}[]{@{}llllllll@{}}
+\toprule
+\begin{minipage}[b]{0.10\columnwidth}\raggedright
+Section\strut
+\end{minipage} & \begin{minipage}[b]{0.10\columnwidth}\raggedright
+Category\strut
+\end{minipage} & \begin{minipage}[b]{0.10\columnwidth}\raggedright
+Unacceptable (0)\strut
+\end{minipage} & \begin{minipage}[b]{0.10\columnwidth}\raggedright
+Acceptable (½)\strut
+\end{minipage} & \begin{minipage}[b]{0.10\columnwidth}\raggedright
+Good (¾)\strut
+\end{minipage} & \begin{minipage}[b]{0.10\columnwidth}\raggedright
+Excellent~(1)\strut
+\end{minipage} & \begin{minipage}[b]{0.10\columnwidth}\raggedright
+Weight\strut
+\end{minipage} & \begin{minipage}[b]{0.10\columnwidth}\raggedright
+Score\strut
+\end{minipage}\tabularnewline
+\midrule
+\endhead
+\begin{minipage}[t]{0.10\columnwidth}\raggedright
+Introduction\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+first sentence is interesting and grab's reader's attention\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+2\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage}\tabularnewline
+\begin{minipage}[t]{0.10\columnwidth}\raggedright
+---\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+Problem or hypothesis is stated clearly\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+6\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage}\tabularnewline
+\begin{minipage}[t]{0.10\columnwidth}\raggedright
+---\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+Physical principles are stated clearly\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+6\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage}\tabularnewline
+\begin{minipage}[t]{0.10\columnwidth}\raggedright
+---\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+other applications are discussed\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+4\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage}\tabularnewline
+\begin{minipage}[t]{0.10\columnwidth}\raggedright
+---\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+reason for experiment is stated clearly\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+4\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage}\tabularnewline
+\begin{minipage}[t]{0.10\columnwidth}\raggedright
+Methods\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+Relevant experimental details are discussed\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+4\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage}\tabularnewline
+\begin{minipage}[t]{0.10\columnwidth}\raggedright
+---\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+"Materials\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+equipment and environmnet discussed"\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+4\strut
+\end{minipage}\tabularnewline
+\begin{minipage}[t]{0.10\columnwidth}\raggedright
+---\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+Results and Discussion are not mentioned\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+4\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage}\tabularnewline
+\begin{minipage}[t]{0.10\columnwidth}\raggedright
+Results and Discussion\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+Output of experiments are presented\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+8\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage}\tabularnewline
+\begin{minipage}[t]{0.10\columnwidth}\raggedright
+---\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+principles from Introduction are applied to data\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+8\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage}\tabularnewline
+\begin{minipage}[t]{0.10\columnwidth}\raggedright
+---\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+analysis/model/theory is presented\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+8\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage}\tabularnewline
+\begin{minipage}[t]{0.10\columnwidth}\raggedright
+Conclusion\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+Summarizes report\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+2\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage}\tabularnewline
+\begin{minipage}[t]{0.10\columnwidth}\raggedright
+---\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+relationship between results and analysis (or model or theory) is
+discussed\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+4\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage}\tabularnewline
+\begin{minipage}[t]{0.10\columnwidth}\raggedright
+---\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+Most important results are summarized\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+4\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage}\tabularnewline
+\begin{minipage}[t]{0.10\columnwidth}\raggedright
+---\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+consequences of results are discussed\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+4\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage}\tabularnewline
+\begin{minipage}[t]{0.10\columnwidth}\raggedright
+---\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+reservations or limitations of study are discussed\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+4\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage}\tabularnewline
+\begin{minipage}[t]{0.10\columnwidth}\raggedright
+References\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+significant previous work/textbooks are cited\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+4\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage}\tabularnewline
+\begin{minipage}[t]{0.10\columnwidth}\raggedright
+---\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+references are complete\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+4\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage}\tabularnewline
+\begin{minipage}[t]{0.10\columnwidth}\raggedright
+Figures\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+Figures are easy to interpret\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+8\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage}\tabularnewline
+\begin{minipage}[t]{0.10\columnwidth}\raggedright
+Overall\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+Spelling/grammar\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+2\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage}\tabularnewline
+\begin{minipage}[t]{0.10\columnwidth}\raggedright
+---\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+significant digits are correct\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+2\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage}\tabularnewline
+\begin{minipage}[t]{0.10\columnwidth}\raggedright
+---\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+flow\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+2\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage}\tabularnewline
+\begin{minipage}[t]{0.10\columnwidth}\raggedright
+Appendix\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+contains essential material that would interupt flow\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+2\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage}\tabularnewline
+\begin{minipage}[t]{0.10\columnwidth}\raggedright
+---\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+100\strut
+\end{minipage} & \begin{minipage}[t]{0.10\columnwidth}\raggedright
+\strut
+\end{minipage}\tabularnewline
+\bottomrule
+\end{longtable}