Bell. Program of Study. Accelerated Digital Electronics. Dave Bell TJHSST

Transcription

1 Program of Study Accelerated Digital Electronics TJHSST Dave Bell

2 Course Selection Guide Description: Students learn the basics of digital electronics technology as they engineer a complex electronic system. The focus is on circuit design for digital signal processing. Extensive time is spent in the laboratory working both with real hardware and with professional logic-simulation software. Students also walk away with an understanding of laboratory practices, laboratory instruments, project management, and practical strategies for technical problem solving. Course Title: Accelerated Digital Electronics Grade Level: Unit of Credit: 0.5 Prerequisites: Tech-9 Course Description: Students learn the basics of digital electronics technology as they engineer a complex electronic system. The focus is on circuit design for digital signal processing. Extensive time is spent in the laboratory working both with real hardware and with professional logic-simulation software. Students also walk away with an understanding of laboratory practices, laboratory instruments, project management, and practical strategies for technical problem solving.

3 Course Goals: Provide the opportunity for students to: 1. Explore engineering/technology concepts. 2. Develop verbal skills for articulating technical concepts. 3. Develop spatial skills for visualizing technical concepts. 4. Gain experience analyzing technical concepts. 5. Develop basic proficiency in a technical laboratory. 6. Develop technical problem-solving skills and strategies. 7. Develop project management strategies. 8. Gain insights into the nature of technology. 9. Develop human relations skills for the laboratory/work environment. Course Objectives: Provide a rich opportunity for students to: 1) Use the design process to work through a complex electronic circuit design project. 2) Use journal writing to capture ideas, articulate concepts, and analyze performance. 3) Use drawing to understand basic circuit configurations and create new ones. 4) Develop laboratory skills including those pertinent to the design of circuitry at an electronic workbench. 5) Use logic-simulation software to facilitate the circuit design process. 6) Learn basic electronics including being able to: A. Define the basic electrical quantities: voltage, current, resistance, capacitance, inductance, reactance, impedance. B. Discuss the nature of series and parallel circuits. C. Calculate electrical quantities in series and parallel circuits. D. Draw schematic diagrams for circuits. E. Breadboard actual circuits from diagrams. F. Measure electrical quantities in circuits. G. Performance-test electronic circuits. H. Troubleshoot electronic circuits. I. Discuss the nature of signals. J. Show how typical electronic components are used in digital circuits. K. Select electronic components for typical digital circuit configurations.

4 L. Interpret data book specifications for electronic components. M. Analyze the operation of digital electronic circuits from a signalprocessing perspective. N. Create software models of digital electronic circuits and simulate their performance. O. Design complex digital circuitry to process digital signals. P. Compare and contrast typical analog and digital signal processing techniques. Syllabus Activities: 1. Introduction to Circuits 2. Introduction to the Multimeter and the Oscilloscope 3. Simple Digital System 4. Control-Counter-Decoder 5. Sequential Logic Design 6. Transistor Switch Design 7. Multiplexed Display 8. System Development : Complex Digital System Instructional Units: 1. Basic electronics 2. Test Equipment 3. Digital Signals 4. Counters 5. Boolean Algebra and Combinational Logic Design 6. State Machine Design 7. Transistor Switch Design 8. Multiplexed Data

5 Competencies: Demonstrating Workplace Readiness Skills: Continue to demonstrate workplace readiness skills identified previously (Tech-9) Demonstrate specific health/safety skills associated with electronics technology. Examining All Aspects of an Industry: Continue to examine aspects of industry identified previously (Tech-9) Examine technical skills required of workers within the electronics industry. Addressing Elements of Student Life: Continue to develop an understanding of organizations identified previously (Tech-9) Demonstrate leadership skills in the classroom and in the laboratory. Understanding Electronics Technology: Continue to demonstrate technical competencies identified previously (Tech-9) Draw detailed basic and intermediate schematic diagrams. Construct detailed basic and intermediate circuits from schematic diagrams. Set-up and use advanced electronics test equipment. Analyze the performance of basic and intermediate circuits. Troubleshoot basic and intermediate circuits. Explain the operation of basic and intermediate circuits including being able to: [ ] Identify current paths and directions [ ] Draw waveforms identify timing relationships. [ ] Articulate the sequence of states within a typical cycle of operation. Recognize important circuit configurations and circuit structures within a complex system. Use circuit simulation software to analyze the operation and performance of basic and intermediate circuits. Obtain and use manufacturer data sheets to find electronic component characteristics. Select electronic components based on data sheet characteristics. Develop tests to collect empirical data for electronic components. Design basic and intermediate circuits using a combination of simulation and bench techniques. Design a complex electronic system. Explain the nature of digital signals. Explain the rationale of binary digital. Explain data multiplexing rationale, strategies, and techniques. Use special techniques to analyze high-speed circuit operation. Developing Learning Strategies: Practice technical project management strategies Practice spatial reasoning skills Practice tech experimentation techniques Practice journal techniques Practice strategies that foster creativity.

6 Benchmarks: Standard 1 Essential Understand that a signal is information which can be conveyed by a varying electrical quantity. Benchmark 1.a Essential Investigate and understand that signal information is conveyed by a voltage (or sometimes a current) that varies. Indicator 1.a.1 Essential The student will use the multimeter and the oscilloscope to measure digital signals generated by a clock. This will include demonstrating a working knowledge of (1) the relationship between period and frequency and (2) the range of amplitude for binary signals. Indicator 1.a.2 Essential The student will demonstrate a working knowledge of the currents associated with voltage signals. Benchmark 1.b Essential Understand that signals which vary continuously are referred to as analog signals and signals which vary in discrete steps are referred to as digital signals. Indicator 1.b.1 Essential The student will explain the difference between analog and digital signals and the advantages and disadvantages of each. Indicator 1.b.2 Expected The student will draw analog and digital waveforms. Indicator 1.b.3 Extended The student will design digital-to-analog and analog-to-digital converter circuitry to accomplish system requirements. Benchmark 1.c Essential Understand that digital signals are almost always binary digital. Indicator 1.c.1 Essential The student will be able to count in 4-bit binary. Indicator 1.c.2 Expected The student will explain why virtually all digital circuitry is binary-digital rather than decimal-digital even though the latter is seemingly more plausible. Indicator 1.c.3 Expected The student will represent 4-bit binary and 8-bit binary numbers using hexadecimal numbers. Indicator 1.c.4 Extended The student will explain why 4-bit binary and 8-bit binary numbers can be represented using hexadecimal numbers. Benchmark 1.d Essential Understand that digital signals may be configured to convey multi-bit data in a serial manner or a parallel manner. Indicator 1.d.1 Essential The student will be able to explain the operation of circuitry that uses a serial data scheme. Indicator 1.d.2 Essential The student will be able to explain the operation of circuitry that uses a parallel data scheme. Indicator 1.d.2 Expected The student will be able to design circuitry using both serial and parallel schemes. Indicator 1.c.3 Extended The student will design circuitry to change the scheme of the data from serial to parallel or parallel to serial. Standard 2 Essential Understand that logic signals are processed by electronic circuit implementations of Boolean logic functions. Benchmark 2.a Essential

7 Understand that logic signals can be processed by electronic circuit implementations of Boolean logic functions. Indicator 2.a.1 Essential The student will demonstrate a working knowledge of the various integrated circuit logic gate chips that implement the basic Boolean logic functions. Indicator 2.a.2 Expected The student will select and use integrated circuit logic gate chips in the design of systems to process logic signals. Indicator 2.a.3 Expected The student will determine voltage levels and currents associated with input signals and output signals of integrated circuit logic gate chips. Benchmark 2.b Essential Understand that logic gates are typically put together to build-up combinational blocks that perform to a specific truth table. Indicator 2.b.1 Essential The student will be able to explain that logic gates are typically put together to build-up combinational blocks that perform to a specific truth table. Indicator 2.b.2 Essential The student will verify the operation of combinational blocks against their truth tables. Indicator 2.b.3 Expected The student will select integrated-circuit combinational block chips based on specifications from manufacturer data sheets to accomplish design goals. Indicator 2.b.4 Expected The student will select and use integrated-circuit combinational clock chips in the design of a digital subsystem.. Standard 3 Essential Understand how to design complex combinational logic blocks using gates and ROMs. Benchmark 3.a Essential The student will understand how to design complex combinational logic blocks using gates. Indicator 3.a.1 Essential The student will be able to define a complex block using a truth table. Indicator 3.a.2 Essential The student will be able to write Boolean equations for a truth table. Indicator 3.a.3 Essential The student will be able to minimize Boolean equations using Boolean Algebra and Karnaugh Map techniques. Indicator 3.a.4 Essential The student will be able to draw logic diagrams for logic defined by Boolean equations. Indicator 3.a.5 Expected The student will select and use appropriate integrated circuit logic gate chips to implement combinational blocks in the design of a digital system. Benchmark 3.b Essential The student will understand how to design complex combinational logic blocks using a ROM. Indicator 3.b.1 Essential The student will use a truth table to burn data into a ROM. Indicator 3.b.2 Essential The student will select ROM chips based on specifications from manufacturer data sheets to accomplish design goals. Indicator 3.b.3 Expected The student will select and use ROM chips in the design of a digital subsystem... Standard 4 Essential Understand that memory is required for a subsystem to operate in a sequential manner.

8 Benchmark 4.a Essential The student will understand that memory is required for a subsystem to operate in a sequential manner. Indicator 4.a.1 Essential The student will explain how synchronous MSI counters operate. Indicator 4.a.2 Essential The student will build and test synchronous MSI counter circuitry. Indicator 4.a.2 Expected The student will use synchronous MSI counters and registers in the design of digital subsystems. Indicator 4.a.3 Extended The student will use read-write memory in the design of a digital subsystem... Standard 5 Essential Understand how to design complex sequential logic subsystem using the control-counter-decoder configuration and the state machine configuration. Benchmark 5.a Essential The student will understand how to design complex sequential logic subsystem using the control-counter-decoder configuration. Indicator 5.a.1 Essential The student will define the operation of a control-counter-decoder subsystem; including specific truth tables for the decoder output and the control input. Indicator 5.a.2 Expected The student will design a complex sequential logic subsystem using combinational logic techniques for the blocks defined by truth tables and an MSI counter for the sequencing. Benchmark 5.b Essential The student will understand how to design complex sequential logic subsystem using the state machine configuration. Indicator 5.b.1 Essential The student will define the operation of a state machine subsystem; including a specific truth table for the combinational block. Indicator 5.b.2 Expected The student will design a complex sequential logic subsystem using combinational logic techniques for the block defined by a truth table and an MSI synchronous register for the sequencing. Indicator 5.b.3 Extended The student will use state machine techniques in combination with control-counter-decoder techniques. Benchmark 5.c Essential Understand the advantages and disadvantages of synchronous and asynchronous operation. Indicator 5.c.1 Essential The student will explain the advantages and disadvantages of synchronous and asynchronous operation. Indicator 5.c.2 Expected The student will experiment with asynchronous circuitry. Indicator 5.c.3 Expected The student will experiment with synchronous circuitry... Standard 6 Essential Understand that multiplexing techniques can significantly reduce the amount of circuitry in a system. Benchmark 6.a Essential Understand that multiplexing techniques can significantly reduce the amount of circuitry in a system. Indicator 6.a.1 Essential The student will explain how multiplexing works. Indicator 6.a.2 Essential The student will explain the advantages and disadvantages of multiplexing techniques.

9 Indicator 1.a.3 Essential The student will determine the duty cycle of multiplexed signals. Indicator 6.a.4 Expected The student will use multiplexing techniques in the design of a digital system. Indicator 6.a.4 Extended The student will find novel ways to keep all circuitry, multiplexed or not, fully synchronous... Standard 7 Essential Understand how to use transistors as electronic switches. Benchmark 7 Essential Understand how to use transistors as electronic switches. Indicator 7.a.1 Essential The student will design transistor switch circuits using bipolar junction transistors (BJTs). Indicator 7.a.2 Essential The student will design transistor switch circuits using field effect transistors (FETs). Indicator 7.a.3 Expected The student will select transistors using specifications from manufacturer data sheets to accomplish design goals. Indicator 7.a.4 Expected The student will design complex-load transistor switch circuits. Indicator 7.a.3 Extended The student will optimize transistor switch circuitry performance for uniform performance under all load conditions.