Updating Course Outlines in Technology Education

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Oswego Update Project

A Graduate Research Project

Updating Course Outlines in Technology Education

June 2004

“Digital Electronics”

In collaboration with:

Developer:

Mr. Sean Brown, Graduate Research, SUNY–Oswego,

Project Directors:

Dr. William Waite, Professor, SUNY-Oswego,

Mr. Eric Suhr, Laisson, New York State Education Department,

Content Consultants:

Mr. Dan Drogo, Liverpool High School,

Mr. Wilbur Greene, G. Ray Bodley High School,

Mr. Chris Hurd, Cazanozia High School,

Revision Writing Team (1998):

Mr. Howard Sasson

Mr. George Legg

Mr. Robert F. Caswell

Mr. James Goldstine

Mr. Joseph Sarubbi

Mrs. Sandra P. Sommer

Mr. Bruce G. Kaiser

Digitally available at

www.oswego.edu/~waite

Forward

The “Oswego Update Project” is a collaboration between SUNY Oswego and the NYS Education Department to refresh and modernize existing Technology Education course outlines. New York State Learning Standards will be identified and organized.

The original work was a NYSED initiative during the transformation from Industrial Arts to Technology Education in the 1980s. These courses have proven to be very popular and most durable for the profession. In fact, many have been used as course models in other states.

Hundreds of sections are offered in New York state each year, according to the Basic Educational Data System (BEDS). However, the objectives need to be revisited with a current eye, successful teaching strategies need to be surveyed in the field, bibliographies should be updated, and Internet resources added, as they were unavailable during the original project.

It is hoped that this graduate-level research endeavor will accomplish the following:

·  provide a solid graduate research project for the developers involved (learning by doing)

·  involve known, successful teachers as consultants to the process through a common interview template

·  honor the work and dedication of the original writing teams

·  refresh course objectives and teaching strategies

·  forge a more uniform format between and among course outlines

·  update the bibliography of each course to reflect the last ten years of literature review

·  include Internet resources both useful as general professional tools, and as specific content enhancement

·  develop an index showing how NYS M/S/T standards are accomplished for each course objective

The result will be an enhancement for graduate students at SUNY-Oswego, NYSED implementation goals, and Technology Education teachers in New York state. Course outlines will be digitally reproduced and made available through appropriate Internet and electronic media.

Dr. William Waite, Professor

SUNY Oswego, Dept. of Technology

School of Education

Overview of the Course

Course Goals

Students will be able to:

1.  Define the basic principles of voltage, current ,and resistance and the

laws governing their relationships

2.  Effectively use digital equipment

3.  Identify the difference between analog and digital signals

4.  Understand and apply concepts of the binary, octal, hexadecimal, and BCD number systems

5.  Apply Boolean algebraic processes in the design of combinational logic circuits.

6.  Understand sequential logic circuits as they are used in data transfer and memory applications

7.  Understand the principles and operation of digital ripple and synchronous counters and the application of display devices

8.  Construct the application of decoders, multiplexers and demultiplexers

9.  Define the basic principles of shift registers and their applications

10.  Understand the operation and applications of A-D and D-A converters

11.  Interpret and create schematic diagrams, technical drawings, and flow charts

Course Description/Rationale

The need to understand electronics in the ever-changing digital world drives the need to develop a foundation of core concepts. Digital Electronics gives high school student the opportunity to break down and analyze the smallest parts of electrical concepts and theories. Digital Electronics distinguishes itself from analog electronics in that it uses the science of electricity to solve problems in the digital world. All laboratory tasks can be classified and can be represented by strong mathematical theories. In the digital age we live in today all digital equipment, such as computers, DVD players, and MP3 walkmans, use binary code to perform their digital functions. In order for students to understand how digital devices work, they must first master the fundamentals of logic, electrical theory, and Boolean Algebra. The Digital Electronics, course will teach students how apply theories need during the design phase of build digital devices that will can later be tested to produce a predictable outcome. Students should use this course as a solid foundation for that wish to study in the engineering field, but will also be useful as general education.

Course Skills, Knowledge, and Behaviors to be Developed

Students will demonstrate the understanding of:

1.  Proper safety techniques for all types of circuits and components, as well as OSHA standards

2.  How to identify a problem and apply appropriate theories to solving

3.  The ability to transfer concepts from the abstract to real life

4.  Identify solutions and communicate effectively their design intentions

5.  The ability follow complex instructions and use of time management to meet timelines

6.  The use of organizational skills to prioritize design goals and functions

7.  Proper troubleshooting techniques and the use of listening skills or assisting devices to assess signals and symptoms of malfunctions

8.  Working cooperatively in a group environment that delegates responsibilities

9.  Basic assembly skills, including soldering and desoldering techniques and the use of solderless terminals

10.  The usage of digital electronic software and equipment to synthesize research

11.  Using multiple resources for working through and discovering solutions

12.  Ability to arrive at concrete answers to design questions after research

Content Outline

Module 1 - Analog and Digital Electronics Foundations

1.1  Introduction to Digital Electronics

1.2  Information and Logic

1.3  Voltage as Logic High and Logic Low

1.3.1 Combinations of Inputs Implement Logical Statements

2.1 Analog and Digital Waveforms

2.2 Differences Between Analog and Digital Waveforms

2.3 Reading Waveforms

2.3.1 Use of the Logic Probe and Logic Analyzer

2.3.2 Relationship Between Logic, Pulses and Square Waves

3.1 Voltages, Current, and Resistance in a Simple Circuit

3.2 Ohm’s Law

3.3 Reading the Digital Multimeter

3.3.1  Resistor Color Code

3.3.2  Recognize and Generate Wave Forms

2.1  Voltage Sources, Single Source Loops

4.2 Voltage Sources

4.3 Building Single Source Circuits

Module 2 - Number Systems used in Electronics

1.1 Counting and Converting Number Systems

1.2 Binary

1.3 Adding and Subtracting in Binary

1.3.1 Subtracting Two Positive Binary Numbers

1.3.2 Apply 1’s Complement for Subtracting

Module 3 - Logic Gates

1.1 Logic Gates

1.2 The Logic Symbols for the AND, OR, NOT, NAND, NOR Gates.

1.3 Writing the Truth Tables for the Common Gates.

1.3.1 Writing the Boolean Expression for Each Gate.

1.3.2 The Enable/Inhibit Functions of Two Input Gates.

1.3.3 Using NAND and NOR Gates as Inverters.

2.1 The Exclusive OR and Exclusive NOR Functions construct and test

2.2 XOR Gate.

2.3 Parity Generator Circuit

2.3.1 Error Checking Circuit Using Parity.

2.3.2 Parity Detector Circuit.

2.3.3 Exclusive NOR Gate

Module 4 - Using Digital Logic and simple Interfacing

1.1 IC Specifications

1.2 Use a Databook to Determine

1.3 Fanout

Module 5 - Constructing Circuit using Boolean Algebra and Decoding

1.1 Boolean Expressions for Combinational Circuits

1.2 Boolean Expressions and Truth Tables

1.3 Develop Boolean Expressions for Truth Tables.

1.3.1 DeMorgan’s Theorems.

1.3.2 Logic Simplification.

1.3.3 Boolean Simplification

2.1 Waveforms

2.2 Develop Output Waveforms from Truth Tables

2.3 Gate Selection for Particular Waveforms

3.1 Combinational Logic

3.2 Automobile Alarm System

4.1 Binary Coded Decimal To Seven-Segment Display Decoding

4.2 Creating the Truth Table

4.3 BCD to Seven-Segment Decoding

Module 6 - Binary Arithmetic

1.1 Adder and Subtractor Design

1.2 Half Adder Function

1.3 Draw Half Adder Logic Diagram Using Logic Gates

1.3.1 Construct a Truth Table for a Half Adder

1.3.2 Explain the Function of the Full Adder

Module 7- Flip-Flops, Multivibrators, and IEEE

1.1 Introduction to Latches and Flip-Flops

1.2 Build Flip-Flops Using Crossed-NAND (NOR) Gates

1.3 Memory Storage

2.1 Constructing the R-S Flip-Flop Using Gates

2.2 Operation of a Set-Reset Flip-Flop

2.3 Operation of a Gated R-S Flip-Flop

2.3.1 Construct, Test, Demonstrate and Verify the Operation of a R-S

2.3.2 Operation of a Clocked R-S Flip-Flop

2.3.3 Integrated Circuit Latches in the Place of Gates

3.1 The JK Flip-Flop

3.2 Operation of a JK Flip-Flop

3.3 Toggling a JK Flip-Flop

4.1 The Monostable Multivibrator and the 555 Timer

4.2 Operation of a Two Phase, Non-Overlapping Clock

4.3 555 Timer as a Monostable Multivibrator (One-Shot)

4.3.1 555 Timer as a Free-Running Multivibrator (Astable )

4.3.2 Produce Square Waves with Differing Duty Cycles with a Timer

Module 8 - Counters

1.1 Ripple Counter and Divide by N Counters

1.2 Operation of a Counter Using J-K Flip-Flops

1.3 Divide by N Counter Using J-K Flip-Flops

1.3.1 Operation of the Basic Counter as a Down Counter

1.3.2 Operation of a Serial BCD Counter Constructed and Interfaced to a BCD Decoder and Seven-Segment Display

2.1 Up/Down Counters

2.2 Operation of a Synchronous Up/Down Counter

2.3 Operation of a Ripple Counter as a Up/Down Counter

3.1 Displays

3.2 Light Emitting Diodes

3.3 Seven Segment LED Displays

3.3.1 Liquid Crystal Displays

Module 9 - Digital Systems

1.1 Elements of a System

1.2 The Calculator

1.3 The Computer

1.3.1 The Microcomputer

1.3.2 The Digital Clock

1.3.3 Electronic Games

General Instructional Strategies

Lessons will be presented each day discussing fundamentals of each module as it relates

to digital electronics a ong with all the theories that support these foundations. The use of digital equipment will be demonstrated then students will be giving a chance to tryout their new skills. Projects will be assigned that tests the student’s knowledge of concepts and theories incorporated with use materials and time management to complete assigned daily tasks.

Using software simulation and digital equipment, students will be able to generate different waveforms/voltages. Presentations walking students through a tour of the digital classroom software will allow the instructor to decided on specific components of focus and projects.

The teacher will facilitate instruction by leading class discussion followed by example

demonstrations on how to read digital and analog waveforms using software. The teacher will also present lessons on the differences between analog and digital circuitry and how simple gates can affect waveforms. The students should work in cooperative learning groups during lab time. All project work will be based on forty five minute lab block allowing the teacher flexibility in determine time frames for extended work.

Module 1.0

Analog and Digital Electronics Foundations

Performance indicators/Supporting Competencies

The student will be able to:

1.  Define the basic characteristics of electricity, including voltage, current and resistance.

2.  Identify Series, Parallel, and Series parallel circuits.

3.  Use Ohm’s Law, Kirchhoff’s Laws, and circuit theory to solve for unknown in circuits.

4.  Distinguish and categorize devices as either using an analog or digital signal.

5.  Differentiate between digital and analog signals and identify the high and low

portions of the digital waveform

6.  Compare and contrast several reasons for using a digital circuits

7.  Analyze simple logic level indicators of any type of circuit

Suggested Specific Instructional Strategies

1.  After a review of basic Safety and proper laboratory etiquette, begin by asking for a definition of electricity. Agree to define electricity as electrons moving through a conductor and ask why they move. Will the electrons flow through a wire without a battery (voltage source)? Why don’t all of the electrons leave a flashlight battery the instant it’s turned on? Use this type of questioning to lead in to explanations about current, voltage, and resistance.

2.  In class discussion define voltage, current and resistance and how the are related

In Ohm’s law

3.  Pause during discussions and take time to define key vocabulary. Keep a list and encourage your students to do the same in a dedicated vocabulary section of their notebooks.

4.  Administer resistor color code charts defining resistance tolerances

5.  Discuss and draw on a board various ways a circuit can be connected. Identify Series, Parallel, and Series parallel circuits and their defining characteristics

6.  Break down Kirchhoff’s Laws on current and voltage as they correlate

to series and parallel circuits

7.  Use Ohm’s Law, Kirchhoff’s Laws, and circuit theory to solve for unknown in circuits.

8.  Identify and categorize signals as either analog or digital

9.  Students will transfer theory to the real world electronics by discovering truths in a lab that test voltage, current and resistance

10.  Students will construct and test a series and parallel circuit

11.  Students will build a circuit with resistors and measure the actual resistance

against the predicted resistance

Module 2.0

Number Systems use in Electronics

Performance indicators/Supporting Competencies

The student will be able to:

1.  Demonstrate an understanding of the idea of place value

2.  Explain the significance of each column in a number system

3.  Translate binary numbers to decimal and decimals numbers to binary

4.  Add positive and negative binary numbers

5.  Change between bases

Suggested Specific Instructional Strategies

1.  In a class discussion, outline the use and functions of the number system

2.  After demonstrating the use of the number system have students complete

simple operations using this knowledge

3.  Strengthen students understanding of positive and negative numbers

4.  Compile and calculate stings of binary into decimal symbols

5.  Have students read basic schematics with time to differentiating between the numbering

Module 3.0

Logic Gates

Performance indicators/Supporting Competencies

The student will be able to:

1.  Define the name, symbol, truth table, function of the eight basic logic gates

2.  Use the logic function of gates using symbols, truth tables

3.  Identify from IEEE standard and conventional symbols

4.  Draw and label truth tables for all primary gates

5.  Convert one type of basic gate to other logic functions

6.  Trouble shoot simple logic gate circuits

7.  Sketch logic diagrams illustrating how – inputs could be