Digital Electronics

Safety

Citizenship and Career Exploration

Gates in Logic Circuits

Counters in Logic Circuits

Oscillators in Logic Circuits

Multiplexers in Signal Distribution

Functions of Analog and Digital Convertors

Program Microcontrollers

Technical Documentation and Troubleshooting

Projects

Accurately read, interpret, and demonstrate adherence to safety rules including (1) rules published by the National Science Teachers Association (NSTA), (2) rules pertaining to electrical safety, (3) Occupational Safety and Health Administration (OSHA) guidelines, and (4) state and national code requirements. Be able to distinguish between the rules and explain why certain rules apply. 

Identify and explain the intended use of safety equipment available in the classroom. For example, demonstrate how to properly inspect, use, and maintain safe operating procedures with tools and equipment. 

In teams, develop a persuasive paper or presentation arguing for the importance of electrical and/or computer engineers’ contributions to society. Select several such contributions as justification, and provide compelling evidence for how electrical/computer engineers’ designs are used in everyday applications. Incorporate a variety of sources to gather data, including print and electronic; cite each source, and briefly describe why the particular source is reliable.

Research the postsecondary institutions in Tennessee that offer electrical engineering or electrical and/or computer engineering technology. Individually or in teams, develop and publish information that identifies admissions criteria, the postsecondary programs of study, and the secondary courses that will prepare students for success after high school in electrical or computer engineering fields. Cite each source adhering to standard citation conventions used in engineering disciplines.

Identify each type of logic gate with a drawing, a description of its function in a short sentence or paragraph, a specification of each truth table, and the equation for each gate (buffer, inverter, AND, NAND, OR, NOR, XOR [difference], and XNOR [equivalence]), including the valid number of input(s) and output(s) for each gate.

Define D and JK flip flops by including a drawing, a description of the function in a short sentence or paragraph, and a specification of each truth table and equation. The description should explain how the “clock” signal is related to the flip flop.

In teams, design three (or more) combinational (without a clock signal) devices to a scale that would be typically implemented in a medium-scale integrated circuit (MSI: typically 10-1000 gates). One of the devices should incorporate XOR / XNOR gates. Examples of devices include 4-bit or greater versions of the following: adder/subtractor, comparator, multiplexer, and calculator. Upon completion of the design, develop a technical presentation providing an overview of the device and its specifications, an accompanying schematic, and a list of the gates used. Present the project to classmates and refine the presentation based on their feedback.

Working in teams, develop and publish information detailing a rich description of one of the combinational projects, and including a schematic and summary of test results If a prototyping system is available in the classroom (Xilinx, Altera, or similar), physically test the project and report results. If possible, include a video of the test. Present the project to the class, and revise based on peer feedback.

Design a counter with up to 32 states and write an explanatory text describing how the counter operates using technical and domain-specific vocabulary. Provide a state diagram and draw a schematic for the circuit using D or JK flip flips.

In teams, design two (or more) sequential devices that utilize a counter. For example, design a traffic light system with two turn arrows. Create a poster presentation that could be shown at a science fair or career and technical student organization (CTSO) with a description of the device, an accompanying schematic, and a list of the gates used.

In teams, design a clock signal using a 555-timer in an astable monovibrator configuration. Simulate the design and/or build a prototype and measure the output frequency. If instrumentation to measure the frequency is not available (an oscilloscope for example), a clock frequency timed using a stopwatch can be used as an alternative. Compare and contrast the prediction of the outcome with actual results. Develop a presentation to explain the circuit design, the prediction, and the results from the simulation or prototype. Note: The instructor may wish to constrain the output frequency by supplying a resistor value and/or a capacitor value.

In teams, design a counter with between 16 and 32 states. Clock the counter using an oscillator of known frequency, and predict the frequency from each output (each bit in the counter). Simulate the counter to verify the prediction. If possible, the counter should be physically prototyped to verify the prediction and simulation. Calculate the error between the prediction and simulation or prototype. Produce a technical report to summarize findings. 

Design a circuit with 4-8 signals and use a multiplexer to select one of the signals as the output, then simulate the circuit. Develop and deliver a presentation describing the inputs, explaining the circuitry used to select the channel to output, and featuring a timing diagram illustrating the successful operation of the circuit.

In teams, design a 4-channel multiplexer using gates. Simulate or build a prototype of the circuit, and demonstrate it to the class. Participate in a class discussion that compares and contrasts the various designs exhibited. As a class, determine the best design and provide supporting evidence from observations and functionality to justify the decision.

In teams, design a circuit using an A/D converter to measure the temperature in the room. Specify the assumptions made for minimum and maximum temperatures, and calculate the resolution (step) of the system. Upon completion of the circuit, write a technical specification of the design; then present the design and technical specifications to the class, including a graph showing the input and output values. Using the feedback from classmates, write a summary describing how the design could be revised and improved in future projects. Note: Instructors may substitute a similar project in which a continuous and limited quantity is measured.

Using multiple print and digital sources, research the uses for A/D and D/A converters in a current technical device. For example, describe how data acquisition systems in race cars use A/D and D/A converters. Draw on the research findings to develop talking points and participate in a mock public forum on the uses for A/D and D/A converters. 

Sketch and describe a block diagram of a computer system, detailing at least the following components:

In teams, program a microcontroller-based system to perform a series of tasks. The microcontroller should be part of a larger system. Upon completion of the programming, write a technical report summarizing the functions and intended uses of the end product. Include the specifications of the series of tasks performed by the microcontroller and the programming code with comments for each function. Present the design to the class, and revise the report based on feedback from peers.

Consult technical documents (such as data sheets, timing diagrams, operating manuals, and schematics) of digital components (TTL, CMOS, etc.) to develop a troubleshooting methodology for a digital circuit that could be used by a new technician. Create and deliver a presentation demonstrating the troubleshooting procedure for the class.

In teams, identify a problem requiring a digital circuit (including A/D, D/A conversion and/or a microprocessor). Follow the design process to solve the problem using digital electronics. Develop a written report documenting the solution, including a background section describing the problem which cites written or electronic sources and documentation of each stage in the design process. Build a prototype proof-of-concept if feasible. Present the problem, the design process used, and the developed solution to the class and other technical or non-technical audience members (e.g., parents, teachers, school administrators, STEM professionals, etc.). The final report draft should be critiqued by a different student team or outside expert. Thereafter, incorporate feedback to refine the report and submit a final version.

Microcontroller / microprocessor 

Cache

RAM (Random Access Memory)

Large-scale memory 

Input devices

Output devices (monitor[s])