Digital Systems Design 1 - Transtutors · 2018. 10. 9. · RMIT University School Electrical &...

RMIT UniversitySchool Electrical & Computer Engineering

EEET-2251

Digital Systems Design 1 Overview and Guide

Design is the ability to take a clientspecification and create a solution.It requires imagination, technicalskills, and determination. Thiscourse will help you advance in allthese areas.

What is in this guide?• Timetable for this

semester.• Marking overview.• General information and

rules for this course.• Details of each lab

including markingguides.

• General marking guides.

2018 V1

EEET-2251: Course & Project Guide 2018

1.0 Timetable 2018 Note that dates may be varied and this will be announced in the lectures and by weekly

email to the class group ( so read your RMIT email regularly!). Note assessment dates in bold.

Week Starting Lectures (may vary) Laboratory Activity

1 16/07/18 Introduction, construction methods.

No formal labs or tuts. Read Lab 1.View safety video and solder video.Solder practice boards available.Should have started job video.

2 23/07/18 Basic electronics.Digital logic.

No labs or tutorials this week. More on job video, solder practice.

3 30/07/18 Logic minimization. Tuts and labs start.Start Lab 1 (building 555 timer board).

4 06/08/18 More logic, state machines

Assess Lab 1.Start Lab 2 (combinational logic).Lab & Tutorial, bring all your hardware!

5 13/08/18 State machines. Lab Exam A, Lab 2 preliminary marked.

6 20/08/18 Timing, Digital Zoo, FPGA

Assess Lab 2.

Break 27/08/18 Break Break (look at Lab 3 and 4 in own time.)

7 03/09/18 Interface electronics. Start Lab 3 (traffic light controller).Preliminary due by the end of this lab.

8 10/09/18 Debugging and testing.

Assess Lab 3.Hand in job video by Friday 5pm.

9 17/09/18 Project life cycles. Start Lab 4 (alarm system), exercise counter in lab.

10 24/09/18 System level design.Friday is a holiday.

Help with Lab 4.

11 01/10/18 Work Place Politics. Lab Exam B.

12 08/10/18 Catchup, exam hints. Assess Lab 4.

Copyright © Dr. Pj Radcliffe 2018 Page 1002


Markable Items % of course

Lab 1: 555 timer board. 5%Lab 2: Combinational logic. 11%Lab Exam A 5%Lab 3: Traffic light controller. 11%Lab 4: Alarm system. 12%Lab Exam B. 5%Job Video 6%Final exam. 45%Total 100%

Labs, it must work! The labs will give you practice designing digital logic but not many marksare allocated to the design. The majority of the marks come from getting the circuits work. To do this you must learn how to use the simulator and how to construct and debug hardware.

Exams will test your ability to design digital circuits, a skill you should have mastered in the labs. This is where you get the marks for your design skills.



Table of Contents1.0 Timetable 2018...........................................................................10022.0 General Information....................................................................10053.0 Labs.............................................................................................1008

3.1 Lab 1: 555 Timer Construction.........................................10113.2 Lab Exam A, Lab 2 Preliminary.......................................10153.3 Lab 2: Combinational Logic.............................................10163.4 Lab 3: Traffic Light Controller.........................................10213.5 Job Interview Video..........................................................10253.6 Lab Exam B......................................................................10293.7 Lab 4: Alarm System........................................................10303.8 Tutorials............................................................................1035

4.0 General Marking Guidelines.......................................................1036

Acknowledgement: a thank you to the many people you have worked on the lab for this course over the years, Peter Burton in particular. The lab guide has been totally rewritten but the basic thrust of the labs has been kept.



2.0 General Information

WORK HOURS: each course at RMIT is about 10 hours work perweek to get a pass/credit, more for better marks. This course has 5hours contact which means you should be working at least 5 hours aweek in your own time. This may be reviewing lectures, gettingready for labs, or doing problems.

INFORMATION SOURCES: most information will be availablethrough Canvas but a lot will come via email so please watch yourstudent email carefully.A Linux live-USB will be mentioned in the lectures. This may beavailable on Google Drive with the link-https://drive.google.com/drive/folders/0BxNKOan9bZKoNU54dmxsYTRON1k?usp=sharing and look under linux_usb_2018_s2.

KEY COURSE RULES include-• Special consideration : all requests for delayed marking or other special consideration

MUST use the RMIT system, see http://www.rmit.edu.au/students/specialconsiderationFor medical problems you must obtain the RMIT medical information sheet which requires your doctor to define to what degree you were incapacitated.Please tell your tutor ASAP if you have a problem. When your special consideration is approved send a copy to the tutor and ask for a time for a resit. This will normally be ina session other than you normal session so you do not miss out on the normal work.

• Marking session : you must book into a lab session using the on-line student timetabling system and you must attend that lab session. You will only be marked in your scheduled lab session (the tutors have lab lists to check on this).

• Copying : an RMIT degree is a warranty by RMIT to employers that you are competent,or at minimum that you can master a body of knowledge. Copying lies to employers about your skills, and causes you to become incompetent as you fail to acquire key skills and knowledge.RMIT takes a very dim view of copying and both the provider and the user may be failed from the course, have marks for selected components zeroed, and/or face other disciplinary actions. Plagiarism detectors are now being used in our school.Copying with attribution (saying what came from who) is encouraged! There is often significant material for a project available on the web. You must attribute this in any presentation, report or splash screen for your project.

• Log book : you must obtain a notebook that will be used as a log book for at least this course (you may also use it for other courses).You must bring your log book, lecture notes, and lab guide to every lecture, lab, and tutorial. The log book must be used to


Making immediate use of the lab guide is a good idea.

https://drive.google.com/drive/folders/0BxNKOan9bZKoNU54dmxsYTRON1k?usp=sharinghttp://www.rmit.edu.au/students/specialconsideration


take notes, do any problems, and record your design work.Make sure your work is neat, the tutor will ask you to redo the work if it is too messy. Consider using a ruler to ensure your tables and diagrams are neat.

• Lab and tutorial attendance at your scheduled session is compulsory unless told otherwise by the tutor.

GMAIL PROBLEMS: RMIT uses Gmail which is an excellent system but it has a few issues.Gmail is built around the concept of a conversation thread. This works very well, except for broadcast email, such as from the lecturer to the whole class, and then 50 people hit reply. It is very easy for the lecturer to miss one of these 50 emails in a thread, and this one of the main reasons that student emails don't get answered.When you reply to a broadcast email please change the title, and then your email will appear asan individual item.

LECTURE-TUTORIAL-LABLINK. There is a very strong linkbetween lecture, tutorials and labs-

• The lecture will introduce atopic and discuss the labslinked to that topic.

• The next week's tutorial willgive you practice at keyelements of the previous week's lecture, that you will need for the next week’s labs.

• A week or so after the tutorials the lab will test your skills introduced in the lecture and then practiced in the tutorial.

Completing the labs will be almost impossible if you fail to attend the tutorial before the labs, or fail to practice the lab in your own time.

PURPOSE OF THE LECTURES: the lecture notes are reasonably complete but you are strongly recommended to attend the lectures for several reasons-

• Discussion : the first 5 to 50 minutes will discuss the labs, problems, and give hints about the labs. Please at least come for this. This in an interactive session where you can contribute and ask questions.

• Illumination : the lecture aims to illuminate the lecture material. They show you what is important, add context, give extra examples, and shows how the material links to the lab work, other material, and your career.Lectures will not cover all the detail in the lecture notes and it is expected that you will re-read the lecture notes after the lecture to consolidate your memory of the major issuesthat were lectured, and read the details not covered in the lectures.

• Employability material will be discussed in the lectures but there are no lecture notes on


lecture

tutorial

lab

Week A Week B Week C Week ...

lecture

tutorial

lab

lecture

tutorial

lab

lecture...


this topic. You will need to take your own notes.• Student tasks : the lecture may well set small tasks for the students to do. This will help

get ready for the lab work and help understanding of the lectured material.*** Make sure you bring your log book and writing materials to the lecture so you can try the set task.

TUTOR ROLES: tutors have two main roles and you need to understand these roles.• Coach : when there is no marking the tutors will be acting as coaches to help you build

skills and gain knowledge so you can get good marks in labs and exams. This is not the same as giving you answers and solving your problems, though this will often happen if it is appropriate.

• Marker : when there is marking the tutors will carefully follow the marking guide and give you the mark indicated by the guide. Do not expect a kind and helpful tutor to give you a good mark because they are kind, you must earn that mark.

>>> Being customer focused is a key part of engineering, remember that the tutors are your customers. Make sure you know what the tutor has asked for, and deliver what they asked for.

PURPOSE OF THE TUTORIALS: the tutorials have specific purposes and are well worth attending-

• Lab ready : from the start of semester the tutorial will help you get ready for labs which must be delivered in the next week or two.*** You will have trouble completing the labs unless you attend the tutorials!

• Exam ready : some lecture topics require hands on practice to master and these skills will be tested in the final exam.Some tutorials will be helping you get ready for these exams.

PURPOSE OF LABS: the labs have several purposes-• Hands on : labs will provide a time for you to have hands on practice of key technologies

and methods with other students and the tutor to help and discuss issues. • Help then Assessment : you will have at least one lab session where you can get help

from the lab tutor. Make sure you get the most from these lab sessions by preparing as well as you can. Try to do as much as you can before coming into the lab.Some lab sessions are purely for assessment and the lab tutor will most likely not have time to help you.

• Tutor = client : engineering is very client focused and you must get used to listening to your client's needs and responding to those needs. You must listen carefully to what yoututor is asking for and their interpretation of the lab guide and marking guidelines.

• Extension please : You may only get an extension of time via the special consideration process. We are encouraging and testing your professional skills (forward planning, drive …) which is a very important part of being a professional engineer.



3.0 Labs The labs are as much a test of your professional skills as they are of your technical skills.

You are expected to read all documentation, collect information, go to the web when needed, plan carefully, find what to deliver by when, and practice a lot before the lab or lab exam.*** These skills are valued by industry and so you must start acting this way now.

GET IT WORKING: the labs marking has a heavy emphasis on getting a circuit working, typically there is 30% for the design and paper work and 70% for the circuit working. Make sure you learn how to debug a circuit, and start early so you have enough time to debug.

LOG BOOKS: you must obtain a notebook to use as a log book and record your laboratory andtutorial activity, and work at home. This must include your design work for the lab deliverables. In many cases marks will be lost if the work required is not in the log book.You must have the log book for the first lab session and take it to every lab and tut session. Getthe book signed off regularly by the tutor as evidence you did the work by the due date.Your work must be neat and tidy, use a ruler to make neat lines and tables. Tutors will refuse to mark messy work.An A5 exercise book is probably the most useful size.*** There are a whole range of reasons for keeping a log book that will be discussed in the lectures. You will lose lab marks if your log book is note adequately filled in.

KITS: in your first lab you will be given a 555 kit to solder. You will be given a breadboard and IC kit so you can complete your later labs. The Design store (building 12 Level 9) has somecomponents such as resistors, capacitors, and wire that you can obtain for free.

YOU MUST SOURCE SEVERAL ITEMS which can be cheaply ordered from the web if you do it early-

• Tools : you should have at least a small pair of side-cutters, needle nosed pliers, small screwdrivers, and a multi-meter. If possible also purchase a soldering iron with a stand. It must be at least earthed, or better have an isolation transformer (a soldering station). Soldering stations which can cope with lead and lead free solder are very good and cost under $50. One inexpensive and reasonably complete kit can be found at http://www.techbrands.com/Search.aspx?q=ts1652&count=50

• Solid wire for making breadboard connections can be purchased as lengths of wire or pre-cut links. You can get some wire from the Design Store (12.9).To buy your own wire in multiple colors Google on the terms: 0.6mm 22 awg solid wireFor pre-cut links see https://www.jaycar.com.au/breadboard-jumper-kit/p/PB8850


https://www.jaycar.com.au/breadboard-jumper-kit/p/PB8850http://www.techbrands.com/Search.aspx?q=ts1652&count=50


YOU DRIVE MARKING: In order to practice your oral communication skills, which are highly valued by employers, all lab marking will be driven by you not the tutor. You are expected to present your work to the tutor and then ask for comments or questions, after which the tutor will decide a mark. If you fail to do this then the tutor will ask questions but your marks will be lower.It not easy to present your work so here are a few hints to help you do a better job-

• Look carefully at the marking guide and work out what needs to be marked.• The tutor is very busy at marking time so think about how to minimize the time the tutor

spends marking you.• Decide on a sequence of what to show, most likely based on the marking guide.

Perhaps write down this sequence in point form to ensure you don't miss anything.• Do a practice run of your talk to make sure you can speak clearly and make your

achievements clear. Try recording yourself on your mobile phone and view the result.You will often see things you want to improve after viewing yourself talking !

• Ask the tutor how well you presented and where to improve for next time.Tutors: remind students about this requirement at the start of every marking session.

SELF EVALUATION SHEETS: for labs 2, 3 and 4 you must fill out a self evaluation sheet asshown on the next page. You must fill in the "before" section after you read the lab guide but before you start design work. For lab 2 fill out the "after" section immediately after the lab is marked, for labs 3 and 4 fill it out just before you get marked.Reflection on where to improve is a key skill for professionals and this sheet ensures you go through this activity in this course. It's a great idea to do something like this all your professional life.You will need to stick this sheet into your log books early in the lab. You may cut off the bottom 2 cm or so to help fit it into your book. The sheet may be available electronically as a single page so you can fill out the before section before printing it out.



Lab Self Evaluation Sheet

Fill in Before the final Marking Session

Lab day & time.Your name and student number.

What skills are requiredwhere you feel weak or unprepared?

What skills are requiredwhere you feel strong or well prepared?

How will you overcomeany weaknesses or lack of preparation?

How much effort is required to complete this lab?With reference to the marking guide what mark do you deserve?

.Fill in After the final Marking Session

Which skills worked well?

Which skills need improvement?

Any other areas for improvement (eg effort estimates)?


Reflection Builds

Competency


3.1 Lab 1: 555 Timer Construction In this lab you will learn how to identify components and solder those components into a

PCB provided. The resulting circuit will generate a digital pulse that you will observe on an LED, the circuit will also provide power for other circuits. You will use this board in all later labs so it is important to get it working.

BEFORE THE LABS there are several things you must do-• Under Canvas get all the files and note especially the folder week_1_essentials.

Watch all videos here and read all documents here.• Read the Lab Guide for the first few weeks of material.• You must purchase a 9 volt battery to power your circuit. An alkaline is best as you

will use it through the semester and drain a lot of current from it.• You will need to start building up a small toolkit which you will use over most of your

degree program. You should have at least a small pair of side-cutters, needle nosed pliers, small screwdrivers, and a multi-meter.If possible also purchase a soldering iron with a stand. It must be at least earthed, or better have an isolation transformer (a soldering station). Soldering stations which can cope with lead and lead free solder are very good and cost under $50.

• The Design store (building 12 level 9) has some practice soldering kits you can get for free. If you have purchased a soldering iron practice at home. There is an open lab withsoldering irons in the 10.2, 10.7 and 10.9.14 lab areas.

• You must purchase the required notebook to use as a log book.• Learning to read resistor color codes is important to make sure you do not put a resistor

in the wrong position.

IN THE LAB: several important things will happen in the lab-• You must hand in a signed safety declaration before you do anything else.• The 555 kits will be handed out. You must have your student card in order to get a kit.

Note the circuit schematic and layout on the next page.• The tutor will guide you in identifying the key components, their values, and where

they fit on the board. Be careful any polarized components are inserted the correctly.• Start soldering components into the board and then clip the excess wire from each

component. The tutor will check your board if you ask.• The tutor may demonstrate how to use several key pieces of test equipment. You will

need to use these to demonstrate that you board works next week. Try duplicating what the tutor shows you as you will need to use this equipment to get marked. Take notes in your lab book.

• The tutor will suggest how you go about testing your board, and what to do if it fails. Take notes in your lab book.



• You may take the board home to complete and may also use the labs (when classes are not on) to test your board.

NEXT WEEK IN THE LABS: you will need to demonstrate your board quickly to the tutor. This will be a busy week as you must also also complete the preliminary for the next project. Itwould be wise to complete the preliminary before the lab so you can be sure of getting it done.

QUICK OR LEARN. The aim of this lab is to get you to read component values such as resistor color codes, relate a schematic circuit to the physical one, solder, and test. This is a lot of work and you will need to refer back to the notes a lot and watch videos.You could be quick, photograph a working board and duplicate it, much quick and easier!Problem: you will miss out on important learning and find later labs harder. So what will you do? You will face this type of decision all through your university career and working life.

HINTS AND THINGS TO TRY• Six gold pins : you will get six gold pins that need to be cut in half to get two sets of

three pins. Soldered one set into the J2 position with the long pins upward. The other set goes into J3 and should have the long pins pushed through the board and soldered. These pins can then be pushed into your breadboard to supply power and a clock signal.

• The two gold pins go next to J3 and provide a place to get 0v and +5v. Once soldered in clip off excess length under the board so JP3 can plug into the breadboard.

• Switch : note the switch orientation and where the flat side of the switch goes.If you have used a multimeter previously set it to resistance and work out what would happen if the switch was accidentally rotated 90 degrees, and 180 degrees.

• Polarized : work out which components are polarized (must be connected a particular way around). The IC has a notch and so does the symbol on the boards, where is pin 1?Consult the lecture notes to see which side of the LED is the anode.

• The link is a wire soldered between two points, you can use a bit of cut off resister wire.• P2 F and S mode : note the jumper connection JP2 that connects pin 2 of the 555 either

to pin 6 (Free run mode) or the switch (Single step mode). See the circuit below for details.Free run mode will create a continuously oscillating output, single step mode generate one pulse per button push. Make sure you can show both modes to your tutor.Both modes will be useful in later labs.

• Variable resistor : once you have S and F modes working set to F mode and turn the variable resistor left and right to see the flash rate change.

• Note JP3 which outputs +5v, clock and zero volts. This can be used to drive you own designs which you will build on a breadboard.

• Challenge : you may need to come back to this when you better understand electric current, voltage, and power. Use your multi-meter to measure the current used by the



board when the LED is on, and off. Look up the capacity of your battery and work out the battery life for each mode.

ASSESSMENT: you must be able to demonstrate your 555 circuit is completely working in order to get any marks. You must use the test equipment specified by the tutor.

• 10%: soldering neatness.• 50%: circuit works to specifications including both F and S modes.• 40%: correct use of test equipment.

(On the schematic circuit identify the power pins on the 555 and the board output of power and clock. Use a multi-meter to show the power supply on the 555 timer pins, show the 555 output switching between high and low.)

**** Read the topic "You Drive Marking" at the end of section 3.0. Your marks will be lower if you do not present well.



PCB LAYOUT

SCHEMATIC DIAGRAM



3.2 Lab Exam A, Lab 2 Preliminary This is a busy week with Lab Exam A in the first half hour and then preliminary for Lab 2

being marked by the end of the session.

PREPARE AND BRING: as with all labs you need to prepare. You must bring your log book,tool kit, wire, breadboards, IC kits, writing implements, 555 board, and anything else you need to complete these activities. For lab exams always bring your student card for ID verification.There will be a marks penalty for students who forget to bring in the things they need.

LAB EXAM: the tutorial in the previous week will have discussed the exam and given you an example using an XOR gate (the actual exam will not use an XOR gate!). You should have built your own version of this XOR gate test in that tutorial.This week you will be randomly allocated a AND, OR, or NAND gate which you must implement at test just as you did the XOR gate in the tutorial.For preparation you should-

• Practice using the gate types AND, OR, and NAND. • Build the circuits on your breadboard (but ensure your breadboard is blank for the lab

exam). Note the section on breadboards in the lecture notes.• Practice using Boolean algebra and translating to a truth table.

LAB 2 PRELIMINARY: you should have looked at the Lab 2 preliminary last week and tried to complete it at home. This week you must get the preliminary marked by the end of the session. You are unlikely to get it finished unless you have worked at the problem in your own time.You preliminary will only be marked if it is written up neatly in your log book. Yes we do mean neatly, write a little slowly to make it neat, rule lines with a ruler.



3.3 Lab 2: Combinational Logic In this laboratory you will take the truth table specification for a logic function, use K-

maps to derive a minimal function, and construct a circuit that implements that function.

BEFORE THE LABS: you are encouraged to do as much of the lab as you can before the lab session. This will ensure you can get it all finished by the due date. Remember to write your work neatly into the log book otherwise you will lose marks.Make sure you bring your log book, tool kit, IC kit, 555 board, breadboard and 9 volt battery to every lab.

3 WEEKS: this lab is spread over 3 weeks, start, preliminary marked, final assessment.

PRELIMINARY: these activities should be completed before the first lab session for lab 2 laband written neatly into your log book.

Self evaluation sheet: print the self evaluation sheet and fill in the"before" section, print it out, and paste into your log book. You mayfold it in half, and even cut off the bottom 2 cm to help it fit into yourbook.

LED circuit: draw the simple circuit opposite into you log book andcalculate the voltage at each point, relative to zero volts, with the switchopen, and then with the switch closed. Calculate the current flowingwith the switch open and closed. Assume an LED drop of 2 volts.In your log book state the role of the resistor. State what would happenif it was zero ohms.

The NAND gate circuit opposite is the firstattempt to design a circuit that will test thelogic function of a real HC00 NAND gate. Theidea is that the red LED lights for a high output,and the green lights for a low output.*** The circuit has several severe problems donot build it.Work out the currents and voltages in eachelement and explain why the circuit cannotwork and any problems. This must be written in your log book.

Challenge: eliminate the green LED and add a resistor to make the red LED glow when the


330 ohm

+5v

0v

BA

+5v

0v

&2Ω¼W

green

red

2Ω¼W


gate output is high. Show this to your tutor.

Simulation: simulate your 5 input logic circuit (see below) using a simulator, we suggest Logisim which is provided.

PRELIMINARY MARKING: Read the topic "You Drive Marking" at the end of section 3.0. Your marks will be lower if you do not present well.



LAB 2 PROPER,COMBINATION CIRCUIT:you must design, construct,and test a combinational circuitwith the following properties-

• The function toimplement has fiveinputs and one output.The five inputs shouldcome from a DIPswitch.

• The output Z isdescribed in the tableopposite. Choose onerow based on the last digit of your student number. The “index” in the table is the row number of the five input truth table with rows . Any indexes not listed here should be set to zero.

• The index is for the inputs ordered ABCDE (not EDCBA), select the correct work sheet.• The circuit should be implemented using only NAND logic using HC integrated

circuits. Only if all NAND gates have been used should you use any HC04 inverters.• The output must drive an LED through a suitable value resistor.

AUTO-TESTING: this year we may have an auto-tester to help the tutor mark your lab quickly. Yourcircuit should look like the image opposite, thoughyour clock board may be connected with wires if youprefer (rather than being plugged in as in the diagram).Your switch should be wired as follows-

• Pin 1 is input A, 2 is B, 3 is C, 4 is D, 5 is E.• Pin 7 should be connected to the output of your

circuit.• Pin 8 should be connected to zero volts.• Pin 16,15,14,13,12 should be connected to zero

volts.*** You may wire up the switch, resistors, and powersupply before the lab session. You may not have anyICs, LEDs, wires from the switches to other positionson the board.If you get this done in the preliminary week you canask the tutor to check your circuit.


LAB2 ID

Last Digit Student #

Index values set to 1 Index values set toX

Z 6,7 0,1,14,16,22,23,31 6,8,15,17,30Y 8,9 2,6,14,19,23,30 5,11,18,22W 0,1 0,10,14,15,30,31 16,26V 2,3 0,3,7,15,19,23 2,4,16,20,26P 4,5 1,5,9,13,22,26,27 8,12,16,20,24,28,

30

(Tutors: the last digit student number changes every year.)


EXAM CONDITIONS: the final assessment for this lab will run under exam conditions. You must have only the allowed items on the bench or on your person and must not communicate with other students. Violation of these rules means immediate ejection from the lab and a mark of zero for this component. The allowed items include-

• For lab exams always bring your student card for ID verification.• Tool kit: bring at least the IC kit, wire, 555 board, and fresh battery.• Your breadboard may have the switch, power supply, and pull up resistors for the

switch wired in but nothing else.Show this to the tutor before you add any components.

• Paper based data sheets of any ICs, with no other writing on them.• The truth-table and K-Map worksheet (empty) from the lecture notes, this page as a

single sided photocopy to allow work room on the other side.These two sheets will be provided by the tutor.

• Writing implements.Banned items include mobile phones, laptops, log books and any other written material.Note you must have your log book for the tutor to examine if they wish but you may not refer to it in the exam.

HINTS: practice using the Truth Table to K-Map worksheet in the lecture notes. This will reduce errors and make sure the tutor has the same answers that you do.If you have left over NAND gates then you can make inverters by tying unused inputs to +5volts. If you have no spare NANDs then use the inverters from your IC kit. You can make amany input NAND gate by having multiple AND gates feeding into a NAND gate.

ASSESSMENT: your ability to design digital logic is marked in the final exam. The labs test your skill at construction and debugging. The tutor will not assess your work unless your log book contains the design work and a self evaluation sheet. All your theoretical work must be done in your log book as a practice and the tutor may ask to see the log book as part of their questioning. All work must be clearly written,have titles as appropriate, have neat diagrams, be properly labeled and dated. Messy work will not be marked or may result in lower marks. You will not have access to the log book in the exam but the tutor may ask to see it during marking.The tutor may ask you questions about your work. If they are convinced you have not done the work yourself then your mark will be reduced, perhaps to zero, even if your circuit is fully working. Marking will be-

• 30 marks on design work as below. This may be marked before the lab exam or at the start of the lab exam.



➢9 marks: 2 marks simple LED, 3 marks gate circuit, 2 marks challenge, and 2 marks simulation. These will be marked in the preliminary week.

➢21 marks: 7 marks each for the 5 input K-Map, Boolean equations, and NAND circuit. Take off 3 marks for each extra gate beyond a minimized circuit.

• 70 marks on the circuit working as marked in the last week for this lab. If the auto-tester is available- 70 marks = all combinations work. 50 marks = up to 4 errors. 20 = 6 errors. 0 marks = >6 errors.If the auto-tester is not available test 5 combinations. 70 marks is all work. 35 marks for one error. 0 marks for 2+ errors.

• If the switch is not wired up as per the requirements so you have to manually chek the circuit by changing switches then deduct 30 marks.


WHY ARE WE DOING THIS? The exercise you are doing in this lab is an essential part of later labs where you will design a traffic light controller and a simple alarm system.So … please master this lab as you will be needing these skills in the next two labs!

WHAT ARE YOU LEARNING ??? These labs are aimed at extending your skills at construction, testing and debug as much as your digital design skills. We could have given you much more detailed instructions so the labs are much easier, but then you would not have gone through the process of being confused, re-reading notes and examples, perhaps looking on the web, and finally achieving something. The experience obtained in solving a difficult problem is just as valuable as learning the technology.Have we set the difficulty about right, too easy, or too hard?

SELF EVALUATION SHEET: you must fill in the "after" section of this sheet after being marked. The tutor will check on this next week or at when marking the next lab.Please do reflect on your strengths and weaknesses and how you can improve.



3.4 Lab 3: Traffic Light Controller This lab will get you to design a simplecontroller for a pedestrian crossing basedon synchronous digital logic. You willmaster several design and constructionmethods-

• Convert a problem statement to astate diagram.

• Convert a state diagram to a truthtable.

• Convert a truth table to minimized boolean logic using K-Maps.• Construct and test the circuit using HC logic on a breadboard.

PRELIMINARY LAB SESSION: in a previous lab you tested a real gates on your breadboardbefore using them in your design. In the same manner this lab will test a single D flip-flop using an HC74 flip-flop IC as this will be the basis of your circuit for this lab. You should use your clock board as a source of power and clock signal. Use switches to drive your circuit and LEDs to show outputs. Your tutor will be looking for the following to be neatly in your log book-

• A proper schematic diagram of your test circuit.• Be able to show the effect of all inputs on the flip-flop output.• Be able to explain to the tutor why an input pin should not be left floating. (What does

this mean for your circuit.) There will be other questions. Note the tutor will ask you at least one question based onthe HC74 data sheet so make sure you have a copy and understand it.

While there are no marks for this lab it is a great stepping stone for full lab which will be marked next week. Ignore this preliminary lab at your peril.

SELF EVALUATION SHEET: as per Lab 2 you will need to fill out the self reflection sheet. See Lab 2 for details.

THE TRAFFIC LIGHT: after completing the Lab 3 preliminary start work on Lab 3 proper. The traffic light has the following properties-

• The traffic lights in the north-south (NS) direction are NSR (red LED), NSY (yellow LED) and NSG (green LED).

• The pedestrian crossing lights are Wait (red LED) and Go (green LED).• NS must remain green unless changed by the pedestrian by pushing the crossing switch.

The DIP switch will be used for the pedestrian crossing switch.



• A single switch must set your HC74 based state machine to the initial state ( the U state).

• The clock signal from your 555 clock generator circuit will be used as the clock source for the flip flop devices. The +5v power can also come from this board.

• For troubleshooting purposes, you can change your clock generator from free run modeto single step mode by changing the jumper JP2 from position F to S. This will allow you to use the momentary switch on the clock generator board to single step through your traffic light controller.

• The state diagram for the traffic light controller is shown below. Note the numbering ofthe states depends on the last digit of your student number.

• For testing you must have flip-flops inputs and outputs drive a small LED, as well as LEDs for each traffic light. One switch must be able to set your flip-flops to the state U.

Last digit ofStudent #

State numbering TA,TW,TS,U

7 10, 01, 11, 008 00, 01, 10, 119 00, 10, 11, 010 00, 10, 01, 111 00, 11, 10, 012 11, 01, 00, 103 11, 01, 10, 004 11, 10, 00, 015 11, 10, 01, 006 10, 00, 11, 01

SWITCH_PUSHED: if the second last digit of your student number is even then switch_pushed is active high (push gives +5v), if the digit is odd then the switch is active low (push gives 0v).

LOG BOOKS: all preliminary work and design work must be neatly written up in the log book. Get your tutor to sign your book every week and start work early. *** If you present a fully working project but your log book has no design work signed off by the tutor then you will get zero marks.To get help from your tutor you must have a proper schematic of your circuit and relevant design work such as K-Maps.


TA:Traffic ActiveNSG, Wait

TW: Traffic WarningNSY, Wait

TS: Traffic StoppedNSR, Go

switch_pushed

U: Unused stateNSR, Wait


HINTS to help you avoid mistakes and simplify your logic.• Simulation should be used to check functionality before you build the circuit.

The simulator Logisim has a D flip-flop but the the reset and preset are active high. You will need to add inverters to match the HC74 flip-flop where these signals are active low.

• Remember to tie unused inputs to a high or low.• Your circuit must be set to the initial state U with a single signal from a switch. Look at

the clear and preset pins for achieving this goal.• Remember the HC74 flip-flop has Q and Q outputs.• DeMorgan's theorem is very useful for swapping between AND and OR gates.• Can you use one gate to drive the wait Wait and Go LED?• Remember an LED can be driven by connecting the LED and series resistor to 0v, or to

+5v. The second solution gives you an inversion for free.• In your logic design look for common terms and share these. For example you have the

equations X=A.B.C.D and Y=A.B.C.E, the terms A.B.C are common and may be shared to save gates.

• Do use the formal design method shown in the notes.• Gate insanity? We have not tested all 20 possible solutions to this problem. If your

design generates an huge number of gates see the lecturer or tutor.(It is wise to get your design done early to check for this problem. If you can prove your case then you will be allowed to use a 4:1 multiplexer such as the HC153.)

ASSESSMENT: only circuits that match the student number rules will be marked. If in doubt check with your tutor before the final week. You may bring in your completed circuit, you do not have to create your circuit from an empty board.The design work and preliminary will not be considered unless it has been written up in your log book and signed off weekly by the tutor, and your hardware is working (see below for moredetails).If the tutor questions are very poorly answered, and appear to suggest you do not understand the circuit you are demonstrating, then the tutor may reduce your mark, in the worst case to zero.You must have your student card and show it at the demo to confirm the sequence you should be implementing.

• 30 marks for design as below. This may be marked in the week before the hardware is marked.

➢0 marks: the preliminary.➢10 marks: state diagram drawn with state numbering and switch values that match

the student number and year requirements.➢15 marks: K-Maps and combinational logic design completed.



There will be a K-Map for each flip-flop input and possibly each output. You must have a boolean logic expression for each flip-flop input and each output.

➢5 marks: schematic circuit draw and matches logic design.• 70 marks: circuit can be demonstrated to work against the state diagram, including the

unused state.➢5 marks: Current state and next state clearly visible on labeled LEDs.➢35 marks: State sequence correct from state U with no button pressed.➢30 marks: State flow correct when crossing button pushed.


ASSESSMENT PROCEDURE: the tutor will only have a short time to mark you and so you need to be very organized so the whole marking process can be done quickly.

• The self evaluation "after" section should be filled in on the day of marking, before the tutor marks the hardware. The hardware will not be marked if the self evaluation sheet is not completely filled in.

• The tutor will start by asking for your student cards to check the state numbering requirements.

• Next the tutor will want to step through the operation of the circuit. • Every traffic light output, flip-flop input, and flip-flop output should drive an LED

which is clearly labeled. In this way the tutor can quickly check the circuit state against your state diagram.

• Show the tutor the other required documentation. Expect questions.• Finally you will have to completely pull apart your circuit.



3.5 Job Interview Video In this short assignment you will do a little research on jobs of interest to you, look at the

professional skills (communications skills, team work skills, organizational skills …) that employers find so vital, and make a 4 minute video job application. Video applications are an increasing common way for employers to screen job applicants so it makes sense to start building your skills in this area.We strongly suggest that you start this work before semester starts as this will make your semester more manageable.Your degree program can be very boring without some vision of how you will use it. If you have some idea of where you could get a job, and the required attributes of an employable graduate, then you will find the degree program and courses become more interesting. Hopefully you will become inspired to learn, become really good at something, and so get a good job. >>> Not all graduates get a job! Master the right professional skills and technical skills and you will get a good job.This activity is a good test of some professional skills much valued by employers; your ability to plan ahead, organize many small tasks, oral communications, and starting work early based on your own motivation.

PRELIMINARY WORK: you should start looking at this material before semester starts. More information will be given about resources to use in the lectures so before semester starts limit yourself to this list of tasks.

• Program map : on the university web site find your degree program map and the list of all courses you must do, and the optional courses. Take a copy as you will need to refer to this a lot.It may be worth looking at the on-line course guides for some courses, especially Design 3 ( EEET-2258 and 2259) which does group projects and the capstone projects ( OENG 1167 and 1168) which does a major technical individual project.

• Visit the job web sites listed below and look for jobs of interest. In general these will beunder engineering, IT, networking and software. www.seek.com.au www.adzuna.com.auPick one job advert to apply for using a 4 minute video you create. The selected job must have clear criteria, especially soft/professional skills that you can address.

• Professional/Soft skills : look on Canvas for this course to find the Employment Videos which talk about the “soft skills” or "professional skills" that are very much valued by employers (see notes below).

• Video check : try making a 4 minute video of anything and check it is not bigger than 200 MB. Try out software for reducing size, editing and joining video segments.


http://www.adzuna.com.au/http://www.google.com/url?q=http%3A%2F%2Fwww.seek.com.au&sa=D&sntz=1&usg=AFrqEzep3RCouMiaQYZ4TxMy4WMncNy3Nw


DELIVERABLES: you must set up a Google Drive shared folder and place there your video and the image of your job advert. Share the folder so that anyone with the “link” can see the folder and contents. Email your tutorial tutor (not your lab tutor) this link.

THE VIDEO can be made using your mobile phone, should be no longer than 4 minutes, and should cover the following.

• 3 seconds student card : a close up of your student card so your photo and student number are clearly visible.

• 3 seconds title page : a simple screen with this course's title and course code, the assignment title, your name and student number. Clearly indicate if you are willing for this video to be shown to other students and staff, or anyone else. (Please say yes if you can, if you change your mind later we will happily remove the video.)

• < 15 seconds introduction : introduce yourself, and state which company you are applying to, and which job you are applying for.

• 1-2 minutes technical criteria : imagine yourself at the end of final year having done the courses you select from the program map. Show how you satisfy the technical criteria by talking about what you learned in these courses you read about in the course guides for your program.

• 1-2 minutes on soft skills : again imagine yourself at the end of final year and talk about the soft skills you have mastered. These may be within courses or outside activities such as being employed in a supermarket.

• Last 30 -60 seconds on reflection : clearly state “End of Job Application, Start of Reflection”.Given your current state of skills and knowledge, state the key areas of technical and professional skills where you need to improve in order to get the job. It may be useful to refer to key courses or other activities where you may get these skills.

• Last thing : you must state on a scale of 1-5 how much you have learned from this assignment. Read out the question and one of the lines below, including the number-

QUESTION: how much did I learn about being work ready (including professional/soft skills) in the process of completing this assignment- 5=There were several important issues I had not understood previously. 4=There were a few important issues I had not understood previously. 3=I knew all the issues but I learned more about them. 2=The assignment reinforced my existing knowledge about these issues. 1= I learned nothing in doing this assignment.



HINTS• Start early : this assignment is not a lot of work but it is the type of assignment that is

really difficult to do in one hit. Do the preliminary work well ahead of the due date. Try to do some videoing well ahead also.

• Use your phone or laptop to do the video. Think about the background and your clothing. Practice a little to get your voice volume and speed about right. Show these initial attempts to other people to get their opinion.

• The title page can just be neat writing on paper.• Write a script which can sit behind the camera, ideally point form not word for word.• Time it : in your script allocate times and have a timer when you are speaking.• Show friends and family your early attempts (yes be brave), ask for constructive

criticism.• Edit/merge clips : there is some good free software around that can edit and merge video

clips. This means you can take several smaller segments and then join them together. Look around for this software ASAP and prove it works with small clips from your phone.

• Not a mammoth effort! We are not expecting amazing video production quality, it is the content that counts.

• More hints will be given in lectures so don't produce a finished product before semester starts. In particular we hope to have videos from local employers about soft/professional skills.

SOFT/PROFESSIONAL SKILLS cover a whole range of interpersonal and organizational skills such as written and oral communications skills, team work skills, easy to manage, pleasant to work with, high emotional intelligence, polite, note taking skills, highly organized, knowing when to report to the boss, initiative, and thoroughness. Employers constantly report that potential employees must have these skills as they are hard to teach, in contrast graduates can easily be taught new technical skills.The following videos talk about the skills that employers are looking for at the job interview (use hot links in PDF file).

• What skills do I need? : a good view of what skills will be tested at a job interview.• Telephone interviews can work well for a graduate, if they understand what the

employers wants.• Attitude and enthusiasm are very important to most employers.


https://www.youtube.com/watch?v=OoezWShIiS4https://www.google.com/url?q=https%3A%2F%2Fintranet.birmingham.ac.uk%2Fas%2Ftranscripts%2Fcareers%2Femployer-teleiv.aspx&sa=D&sntz=1&usg=AFrqEzf3ZX1ffGGXb8y4bD_PiyEHLbEjHwhttps://www.youtube.com/watch?v=A42Tab_bu6A


MARKING GUIDE FOR STUDENTS AND TUTORS• Students : all videos and the image of your job advert must be placed in a Google Drive

shared folder before the deadline in the calendar. You must email your tutorial tutor thelink to the folder before the deadline. If any of the above is delivered after the deadline the assignment will not be marked.

• Tutors : the marking process will proceed as follows-➢Have a paper or electronic copy of the marking rubric below.➢Open Canvas marking so you can directly insert a mark.➢Open the email from the student, go to the Google Drive, open the picture of the

job advert, open the video, and hit the email reply button.➢Listen to the video and type comments into the reply email as the video plays.➢When the video has finished you will allocate a mark as per the guide below, write

that in the email, fill that mark into Canvas, and hit send on the email.➢The lecturer will have emailed you the link to a Google Drive folder where you

can put the student's video. Save in the sub-folder “public_release” if the student approved other students to see it, or “private” if the student has not granted such permission.

• Tutor : the mark must be derived using the rubric below, give the student a mark out of 100 for each of the three items and divide by three to give a final mark.

CriteriaMark

Material Coverage Presentation Style Reflection

80-100 Every item requested was covered; introduction, technical skills, soft skills,and reflection.

Clearly spoken and easy to understand. Volume and pacing good.

Clear statement of skills and knowledge to be acquired with some reference to key courses.

60-80 Some items poorly covered.

Small problems in items above.

Some problems with above.

40-60 Half the items poorly covered.

Poor clarity. Significant problems withabove.

20-40 Few items covered well. Very hard to follow. Very little useful reflection.

0-20 Not covered or very poor. Cannot follow. Cannot follow.



3.6 Lab Exam B This lab exam will have been worked through in the tutorials. You will be designing an

opto-isolated input and driving a relay output. Note you will not be able to use the notes in your log book so you must understand the principles involved.If you ever want to interface your microprocessor or digital electronics to real hardware then you need to master the calculations required in this lab. This is probably the most difficult tutorial in the course. There are a lot of concepts to master and things to learn.

EXAM CONDITIONS: this lab will run under exam conditions. You must have only allowed items on the bench or on your person and must not communicate with other students. Violation of these rules means immediate ejection from the lab and a mark of zero for this component. The allowed items include-

• For lab exams always bring your student card for ID verification.• Writing implements.

Banned items include mobile phones, laptops, log books and any other written material.

WHAT WILL HAPPEN: the exam will take the problems shown in the tutorial but change theconditions so you will have to recalculate component values. The tutor will provide you with a work sheet which you must work through. There is no construction.

HINTS• Know what “ma” and “ua” (microamps) mean and how many amps each represents.• Look at the circuits you considered in the tutorials. Try drawing those circuits and

recalculating the component values for different currents in the opto-coupler LED, the load on the BJT, and different values of beta for the BJT.

• Remember the voltage drops across diodes, BJT base-emitter, and LEDs.• Be able to state the purpose of each component in the tutorial circuits, for example

current limit, isolation, current gain ….



3.7 Lab 4: Alarm System In this lab you will design and build a basic

burglar alarm using a complex state machine. Youwill use several methods to reduce the complexityof the state machine and the associatedcombinational logic which reduces costs and alsoresults in a design that can be solved using K-Maps.You will undertake this project in groups of two.The marking will be individual marking andstudents may well get quite different marks depending on their log books, what they have personally done, and their ability to answer questions.

THE PROBLEM is to design and build a simple intrusion detection and alarm system.The alarm system is required to activate a siren if an intruder is detected. The siren must run fora specified time and then stop. The siren output is a simple logic output.A single momentary switch input is used to trigger the alarm, the period of the activation may be shorter than the period between clock edges.The alarm system can be armed/disarmed by the user at any time using a latch switch.

DELIVERABLES include- • A self assessment sheet.• A block diagram of the main elements of the alarm and the signals that flow between

them. This must include the counter, SR flip-flop, and state machine.• A state diagram to explain the operation of the state machine.• For each state machine flip-flop input a truth table, K-Map and boolean logic for the

combinational logic which takes state plus inputs to create the flip-flop inputs. • Boolean logic for the outputs.• Complete schematic for the system.• A complete working system on a breadboard (or two).

REQUIREMENTS & CONSTRAINTS include-• When the alarm system is powered, but not armed, the green LED GLED will be active.• Arming the alarm system will activate the red LED RLED and deactivate GLED.• Arming/Disarming the alarm system will be controlled by a latch switch (DIP switch)

named ARM, or arm. When active it will; case the alarm to be armed, when inactive it will disarm the alarm unless otherwise noted.

• If an intruder has been detected (momentary switch pushed) while the alarm system is



armed, then there must be an entry delay of at least one clock cycle delay before the active high Siren output will be activated for the clock periods identified in the table below.

• When the siren period ends it must go back to the armed state.• The arm switch may not cause a siren output to be stopped while active but it must

cause the entry delay period to abort such that the siren will not sound.• Since the intruder detector (I) is activated by the momentary switch, you will need to

use an SR latch to latch the output from the switch. The SR latch will need to be reset before the next armed state.

• The project is done in groups of two. Allocating tasks and work must start ASAP, if a group is not working see the tutor immediately.

• You must design the system using your kit of logic gates, use HC74 flip-flops for memory elements and the HC193 counter as a timer.

• For the purposes of marking (and debugging) all key signals and the flip-flop outputs should be shown on LEDs. It would be helpful to have the flip-flop inputs also shown on LEDs.

• All LEDs and switches must be clearly labeled.

STUDENT NUMBER REQUIREMENTS: look at the last digit of student number of the youngest team member. Below are the requirements you must satisfy.

Last digit

State Numbering ConstraintQ1,Q0:Unarmed state, next state

Timer period inclock cycles.

6 01,10 27 00,10 38 01,00 49 01,11 20 11, 10 31 11,01 42 10,11 23 10,01 34 11,00 45 00, 11 2

If the younger student number is odd then the armed switch is active high (high = move from unarmed to armed). If the student number is even then the switch is active low.Look at the student number of the older student. If it is odd then use the borrow output from the counter to indicate the timeout. If it is even use the carry output instead.



HINTS include-• This is a long lab and you should start well before the nominated date to be sure of

getting a good result. Try getting a partner early and starting work.• In first week of Lab 4 the tutor will help you draw a block diagram of the system and

define the signals that go between the blocks. You should also get your counter counting up and down and observe carry and overflow. The tutor will help you if you get stuck. This is an important help session.

• Make sure all your work is neatly written up in your log book and the book is signed every week.

• The tutor is happy to help you, providing you have a proper schematic circuit and relevant design work in your log book.

• Be very certain about whether signal are active high or low. Apart from requirements constraints you can choose which way you like in order to minimize the logic.Adopt a naming convention to highlight active low and active high, perhaps the one in the notes (reset is active low, RESET is active high).

• Review all the methods you know of minimizing the logic.• The reset on the SR flip-flop will need to be cleared at some point so the record of

intrusion can be cleared.• All outputs are shown by LEDs. You have the choice of connecting the LED and

resistor from the output to +5v or 0v.• How will your circuit be forced to the initial state?• Split the work between partners and start ASAP. Think about how to connect your two

breadboards.• The HC193 is more complex than the chips you have used to date. Make sure you

understand the behavior of all inputs and outputs and what inputs you need to make the counter load and count. One team member should build the timer circuit ASAP to ensure this is under control. Note the rule about whether you must use borrow or carry.

SELF ASSESSMENT is run much like Lab 3. You must fill this in soon after reading throughthis section, point it out and stick in your log book.

TEAM OPERATION: working in teams canbe difficult when team members havedifferent skill levels, or an inaccurate visionof their skill levels, or different agendas. Here are some hints for helping make the team work-

• Upfront : be honest about what each team members wants in the way of marks and workload. Negotiate what tasks each member should do. Check this with the tutor if students are going for a different marks level. All agreements about marks and workload should be in writing (at least email).


← This is important !!!


• Set tasks and deadlines : set tasks and deadlines for both you and review work done at the deadline. If work has not been completed consider renegotiating work/marks, or allowing one extension.

• The boss : if a team member has had extensions and not performed, and is not willing to accept lower marks and less work, then (as in industry) it's time for everyone to chat with the boss (in this case your tutor).In presenting your case stick to the facts, try to avoid conflict, and seek a solution.

*** Every year this course has team divorces. Try to calmly solve the problem first but if there is an irreconcilable difference then feel no qualms and take it to the boss (tutor) who may decide to split the team.

ASSESSMENT: Only circuits that match the student number rules will be marked. If in doubt check with your tutor before the final week. You may bring in your completed circuit, you do not have to create your circuit from an empty board.The design work will not be considered unless it has been neatly written up in your log book and signed off weekly by the tutor.If the tutor questions are very poorly answered, and appear to suggest you do not understand the circuit you are demonstrating, then the tutor may give a reduced mark or a mark of zero.You must have your student card and show it at the demo to confirm the sequence you should be implementing.

• 30 marks for design which comprises of-➢3 marks: block diagram good and labeling of all signals is clear. Active high and

low status must be properly named and be clear.➢10 marks: state diagram drawn with state numbering that match the student

number and year requirements.➢12 marks: K-Maps and combinational logic design completed for state machine

and output logic.➢12 marks: schematic circuit drawn and matches logic design.

• 70 marks: circuit can be demonstrated to work against the state diagram as defined by your student numbers.

➢ 7 marks: Current state, next state, traffic light LEDS, counter trigger, and counteroutput all clearly visible on labeled LEDs.

➢ 50 marks: State sequence correct given student number.➢ 13 marks: Timer trigger and output work as per the student number rules.

Tutors: note that Canvas marks entry requires the mark out of 30 and the mark out of 70.




ASSESSMENT PROCEDURE: the tutor will only have a short time to mark you and so you need to be very organized so the whole marking process can be done quickly.

• On the day of marking, before the lab starts, you should fill in the "after" section of the self assessment sheet. You will not be marked if the sheet is not filled in.

• In the lab the tutor will start by asking for your student cards to check the state numbering requirements.

• Next the tutor will want to step through the operation of the circuit. • Every output, flip-flop input, flip-flop output should drive an LED which is clearly

labeled. In this way the tutor can quickly check the circuit state against your state diagram.

• Show the tutor the other required documentation in your log book. Expect questions.• Finally you will have to completely pull apart your circuit in front of the tutor.



3.8 Tutorials The tutorials aim to either get you ready for labs and lab exams, or to help you practice

things that are very likely to be on the final exam. It is very foolish to miss a tutorial.

BRING ALONG to every tutorial your log book, lecture notes, lab guide and if possible a laptop or tablet with the other learning material such as the data sheets.In approximately week 4 you must bring your tools, breadboard, components, and wires as you will build a circuit in preparation for Lab Exam A.

LOG BOOK: all tutorial work must be neatly written down in your log book along with lab preparation and lab work. For each tutorial start on a new page and write a title (Week X Tutorial) and date.

PREPARATION: you should have re-read the lecture notes up to the last week and be up to date with your lab work.



4.0 General Marking Guidelines These marking guidelines apply to each deliverables outlined in previous sections.

SPECIFIC REQUIREMENTS : these are listed in previous sections which detail the deliverables. The tutor will start marking by checking for these features. If anything is missingstudents will get an email message to resubmit.

DEADLINES : these are as per the course calendar and changes will be announced only through the lectures, possible they will be sent out via email. Late delivery may not be accepted at all, or penalized at 20% per day.

MARK : for a given deliverable use the marking guidelines in previous sections to identify each component and the weighting. Use the table below to determine the percent for each component.

Final mark = sum ( component weighting x % from table below).

Mark Document Readability

Synthesis & Analysis Tool Use Product test and functionality.

30.00%Very hard to read. Glaring and serious

errors.Glaring and serious errors.

30% of requested.

50-59% Hard to follow but60% of material present.

Limited literature search, basic concepts understood and mostly used.

Basic functions used with some success.

60% functionality

60-69% Can follow, 80% material present.

Basic concepts well understood and used.

Basic functions used well.

70% functionality

70-79% Good clarity, 100% material present, but spelling errors.

Good literature search with some understanding of advanced material.

Advanced functionsused with some success.

80% functionality.

80-89% Good clarity, few spelling or grammar errors.

Literature search good, uses advanced conceptswell.

Most advanced functions used well.

100% functionality but some functions weak.

90-100% Excellent clarity, spelling and grammar perfect.

Excellent literature search, outstanding ideas and work.

Advanced functionscompletely mastered.

Commercial levelfunctionality.


1.0 Timetable 20182.0 General Information3.0 Labs3.1 Lab 1: 555 Timer Construction3.2 Lab Exam A, Lab 2 Preliminary3.3 Lab 2: Combinational Logic3.4 Lab 3: Traffic Light Controller3.5 Job Interview Video3.6 Lab Exam B3.7 Lab 4: Alarm System3.8 Tutorials

4.0 General Marking Guidelines

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