Department of Electrical and Computer Engineering
Spring Semester 2008
MWF 8:00-9:50 210 Roberts Hall
Instructor
Tia Sharpe
Cobleigh Hall 616, 944-2881
Email: tsharpe@ece.montana.edu
Office hours: Monday 9, Wednesday 2, Thursday 1, Friday 2, or by appointment.
Course website: http://www.coe.montana.edu/ee/tsharpe/ee261/261_homepage.htm
Digital Design Principles & Practices, by John F. Wakerly, 4th Edition, Prentice Hall
Class Objectives
Students will explore the fundamental concepts of classical digital design. This course covers design and implementation of combinational and synchronous sequential circuits, and information storage circuits. At the end of the course the student should be able to:
· Understand switching or Boolean algebra
· Analyze and design combinational logic circuits
· Minimize and optimize combinational circuit designs
· Analyze and design simple sequential circuits
· Understand the use of combinational and sequential designs in more complex systems
· Introduction: Expectations, resources, protocol
· Introduction to digital systems and number codes: (Ch1 and 2, 2 weeks) Binary, octal and hexadecimal numbers and conversions, addition and subtraction, two’s-complement addition and subtraction, BCD and Gray codes
· Digital Electronics: (Ch3, 2 weeks) Logic families, CMOS logic structure, dynamic and steady-state behavior, input and output structures
· Combinational logic design principles: (Ch4, 3 weeks) Boolean algebra, combinational circuit analysis, combinational circuit minimization and synthesis, Karnaugh maps, timing hazards
· Combinational design practices: (Ch6, 2 weeks) Drawing standards, timing, PLD’s, decoders and encoders, three state devices, multiplexers, comparators, adders, ALU’s, multipliers
· Sequential logic design principles: (Ch7, 3 weeks) S-R, J-K, D, and T flip-flops, master-slave configuration, latches, state machine analysis, state diagrams, design and synthesis
· Sequential logic design practices: (Ch8, 1 week or as time permits) Latches, flip-flops, counters, shift registers
Homework 15% - due at beginning of class period unless otherwise noted
Quizzes 5% - unannounced quizzes given during class period
Exam 1 20% - given during class period, February 11
Exam 2 20% - given during class period, March 5
Exam 3 20% - given during class period, April 2
Final Exam 20% - cumulative, May 6, 8:00 – 9:50am
Assignments must reflect professionalism (pages stapled, no spiral notebook fringes, legible, etc.) Homework will be due at the beginning of the class on the date requested. Late submission of assignments will not be accepted. Plan ahead and notify the instructor prior to justifiable absences or if a bonafide emergency prevented you from attending class. Discussion of homework assignments and solutions is allowed, and encouraged. Submitted homework assignments are expected to be the work of the individual student. In class quizzes cannot be made up. Use of scientific calculators, cell phones, or other electronic devices is not allowed during exams and quizzes.
Work expected to be solely the work of the individual student using the allowed resources is to be just that. Copying or other cheating will not be tolerated and the assignment grade will suffer accordingly. Help keep your fellow students honest.
Teacher’s Role:
My role
during team activities is to monitor team interaction and progress and adjust
the assignment or provide any information that seems appropriate or
needed. I will do my best not to
interfere during group interactions as I observe how teams are progressing and
at times sit in with a group.
Roles of Team Members:
The teacher may designate member roles or the team may assign the roles. It may not be necessary for every team to require each of the following roles. Roles may be rotated on a regular basis for long-term teams.
· All members: 1) Responsible for team productivity. 2) Be both a good leader and follower as the situation dictates. 3) Resolve conflicts. 4) Address participation issues. 5) Maintain spirit of mutual support.
· Facilitator: 1) Make sure all understand the task. 2) Get team quickly involved in task. 3) Get team back on task as needed. 4) Make sure all members participate. 5) Resolve conflicts or problems with input from other members.
· Recorder: 1) When Facilitator is absent assume functions. 2) Record in writing group responses to team learning exercises if required. 3) Request input from all members. 4) Review written responses for team member approval. 5) Hand in written responses to the teacher as requested.
· Time Keeper: 1) Keep track of time while team completes task. 2) Keep team apprised of time remaining. 3) Advise team about using time wisely.
· Knowledge Builder: 1) Check that each member understands the solutions, concepts, and procedures associated with each task. 2) Check that each member can verbalize the reasoning behind each solution or team response. 3) Contact absent team members and inform them of meeting content, activities, and assignments.
· Harmonizer: 1) Work to improve the relationships between members.
· Devil’s Advocate: 1) Take the other side to strengthen and clarify ideas.
· Presenter: 1) Make team report using Recorder’s work. 2) Discuss with the team what to report.
· Quality Control: 1) Check the overall and detail quality of the team products.
Effective
Teamwork Behaviors:
· Collective Decision making- Decisions are discussed and agreed to by all members.
· Collaboration/Interchangeability- Members do what ever it takes to get the job done. They are not afraid to tackle unfamiliar tasks.
· Appreciations of Conflicts/Differences- Effective teams expect conflict and disagreement. They openly discuss differences and view them as a means to improve decision-making.
· Balance of Participation- Recognize that people have other demands on their time. At times, you may feel you are doing more than your fare share of the work. Rather than resenting extra work, effective team members realize that they are beneficiaries with superior skills. Encourage contributions from every member.
· Focus- Keep ultimate objectives and goals in mind. Teams run into trouble when they do not partition their time well. Everyone suffers from the group’s errors.
· Open Communication- Keep each other informed. Discuss individual progress and let others know when you will be late or missing.
· Mutual Support- Verbally compliment one another on work well done and thank others who have contributed to the group’s success. In poor teams the focus is on individual work with little awareness, interest, or appreciation of what others in the group are doing.
· Team Spirit- Develop pride and loyalty in the group and stand up for group by speaking positively about it.
Guidelines toward Reaching
Consensus:
· Avoid arguing blindly for your own opinion.
· Avoid changing your mind just to reach agreement.
· Avoid conflict-reducing procedures such as voting or coin tossing.
· Seek out differences of opinion.
· Do not assume that someone must win and someone must lose when a decision reaches a roadblock.
· Discuss the underlying assumptions, listen carefully to one another, and encourage the participation of all members.