Unit 1 Foundations in Electronics - Lesson 1.1 Introduction to Electronics Standards Essential Question Enduring Understandings

Transcription

1 Course: DIGITAL ELECTRONICS- PROJECT LEAD THE WAY (DE-PLTW) Year: Teacher: Mr. Christopher Reynolds/ Mr. Kenneth Rice Unit 1 Foundations in Electronics - Lesson 1.1 Introduction to Electronics Standards Essential Question Enduring Understandings J Students will 1.Why are the safety 1.Safety is an considerations and important concept best practices that must be characteristics and associated with considered at all scope of working in electronics times. Safety important? considerations can J. The nature and 2.How are calculations affect the individual, development of and measurement class, and overall technological used to design and environment of the knowledge and verify circuit classroom/laboratory. processes are characteristics? 2.Electricity, even at functions of the 3.What are the the nominal levels setting. functions of the most used in this K Students will common analog and curriculum, can cause digital components bodily harm or even used in electronics? death. characteristics and 4.What are the 3.Engineers and scope of technical skills and technicians use processes that are scientific notation, K. The rate of utilized throughout engineering notation, technological electronics? and Systems development and International (SI) diffusion is increasing notation to rapidly. conveniently write L Students will very large or very small numbers frequently characteristics and encountered when scope of working with electronics. L. Inventions and 4.The concepts of innovations are the voltage, current, and results of the specific, resistance are related goal-directed to one another and Approximate Time Frame: # of Weeks Skills Content Vocabulary 1.Practice proper safety and best practices while working with electronics. 2.Accurately take measurements with a Digital Multi-meter (DMM). 3.Express numbers in scientific notation, engineering notation, and System International (SI) notation. 4.Solve for unknown values within circuits (series, parallel, and combination circuits) using Ohm s Law, Kirchhoff s Voltage Law, and Kirchhoff s Current Laws. 5.Utilize Circuit Design Software (CDS) and validate hand calculations of analog circuit solutions. 6.Identify and describe the function of common components used in electronics. For many students, Digital Electronics (DE) is the first exposure to digital circuit design in high school. Students may have learned about electricity and circuits in previous courses such Principles of Engineering or Physics, but this course is unique in that the focus is on circuit design, not just understanding the scientific principles that make a circuit work. In Unit 1: Foundations in Electronics, students will explore the fundamental components, concepts, equipment, and skill sets associated with circuit design. They will learn an engineering design process that can be used to guide the - Analog - AND Gate - Breadboard - Capacitor - Clock - Combinational Logic - Conventional Current - Current - Cycle - Datasheet - Digital - Digital Waveform - Digital Multi- Meter(DMM) - Dual In-Line Package (DIP) - Engineering Notation - Fuse - Kirchhoff s Current Law (KCL) - Kirchhoff s Voltage Law (KVL) - Large Scale Integration (LSI) - LED - Logic Gate - Logic HIGH - Logic LOW - Medium Scale Integration (MSI) - NOT Gate - Ohm

2 research M Students will characteristics and scope of M. Most development of technologies these days is driven by the profit motive and the market M Students will M. Technologies systems include input, processes, output, and at times, feedback P Students will P. Technological systems can be connected to one another Q Students will Q. Malfunctions of any part of a system may affect the function and quality of the system. can be calculated using circuit theory laws. 5.The series or parallel arrangement of components in a circuit affects current, voltage, and resistance across the component. These values can be calculated and verified through measurement. 6.Engineers utilize measurement instrumentation and equipment such as Digital Multimeters (DMM), oscilloscopes, and function generators to verify designs and the functions of a circuit. 7.Resistors, capacitors, and light emitting diodes (LEDs) are common analog indicators in digital circuits. 8.Seven-segment displays are used to display the digits 0-9 as well as some alpha characters. 9.The two varieties of seven-segment displays are common cathode and common anode. 7.Demonstrate series and parallel circuits on a breadboard. 8.Identify a resistor s nominal value by reading its color code. 9.Measure a resistor s actual value by reading its resistance with a Digital Multimeter (DMM). 10.Identify a capacitor s nominal value by reading its labeled nomenclature. 11.Identify commonly used electronic components given their part number or schematic symbol. 12.Obtain manufacturer datasheets and extract information for components commonly used in digital electronics. 13.Identify various integrated circuit (IC) package styles. 14.Recognize the fundamental differences between combinational and sequential logic. 15.Identify and describe the function of AND, OR, and INVERTER gates. creation of circuits based on a set of design requirements. Throughout the course, students will learn about advancements in circuits and circuit design that have shaped the world of digital electronics today. In this unit, students will be introduced to a full digital circuit design example named the Random Number Generator. This example will show how an analog section, combinational logic section, and sequential logic section can be designed to work together to generate a random output each time an input button is pushed. The presentation of this example is meant to give students an a complete design. Deeper board game counter circuit design will be achieved as students - Ohm s Law - OR Gate - Parallel Circuit - Plastic Leaded Chip Carrier (PLCC) - Printed Circuit Board - Resistance - Resistor Color Code - Scientific Notation - Schottky TTL - Series Circuit - Seven-Segment Display - Sequential Logic - Simulation - SI Notation - Small Outline IC (SOIC) - Small-Scale Integration (SSI) - Solder - Solder Bridge - Soldering - Soldering Iron - Tinning - Toggle - Transistor - Transistor-Transistor (TTL) - Truth Table

3 2.6-8.R Students will R. Requirements are the parameters placed on the development of a product or system S Students will S. Trade-off is a decision process recognizing the need for careful compromises among competing factors T Students will T. Different technologies involve different sets of processes W Students will W. Systems thinking applies logic and creativity with 10.The input and output values of combinational and sequential logic function differently. 11.Combinational logic designs implemented with AND gates, OR gates, and INVERTER gates are referred to as AOI designs. 12.The flip-flop is the fundamental building block of sequential logic. 13.Logic gates are depicted by their schematic symbol, logic expression, and truth table. 14.Integrated circuits are categorized by their underlying circuitry, scale of integration, and packaging style. 15.Transistor- Transistor Logic (TTL) gates are available in a series of subfamilies, each having their own advantages and disadvantages related to speed and power. 16.Soldering is an important skill/process specifically related to 16.Convert numbers between the binary and decimal number systems. 17.Count from 0-15 in binary. 18.Demonstrate proper soldering/desoldering techniques to solder and desolder components on a printed circuit board. 19.Properly tin the tip of a soldering iron and distinguish good solder joints from bad solder joints. progress through the course. In Lesson 1.1: Introduction to Electronics, students will learn to distinguish between analog and digital components. They will begin by exploring basic circuits and the measurement tools used to characterize and validate calculations that predict a circuit s behavior. Students will be able to clearly describe electrical circuits, voltage, current, resistance, series and parallel circuits, Ohm s law, and how to use a digital multimeter to measure voltage. Students will be introduced to common components such as resistors, capacitors, light emitting diodes (LEDs), sevensegment displays, combinational logic gates, and sequential logic gates.

4 appropriate compromises in complex real-life problems X Students will X. Systems, which are the building blocks of technology, are embedded within larger technological, social, and environmental systems Y Students will Y. The stability of a technological system is influenced by all of the components in the system, especially those in the feedback loop Z Students will Z. Selecting resources involves trade-offs between competing values, such as availability, cost, desirability, and waste. working in electronics.

5 AA Students will AA. Requirements involve the identification of the criteria and constraints of a product or system and the determination of how they affect the final design and development BB Students will BB. Optimization is an ongoing process or methodology of designing or making a product and is dependent on criteria and constraints CC Students will CC. New technologies create new processes FF Students will

6 FF. Complex systems have many layers of controls and feedback loops to provide information J Students will relationships among technologies and the connections between technology and other fields of study. J. Technological progress promotes the advancement of science and mathematics H Students will cultural, social, economic, and political effects of H. Changes caused by the use of technology can range from gradual to rapid and from subtle to obvious I Students will cultural, social, economic, and political effects of I. Making decisions about the use of

7 technology involves weighing the trade-offs between the positive and negative effects J Students will cultural, social, economic, and political effects of J. Ethical considerations are important in the development, selection, and use of technologies H Students will cultural, social, economic, and political effects of H. When new technologies are developed to reduce the use of resources, considerations of trade-offs are important K Students will cultural, social, economic, and political effects of K. Humans devise technologies to reduce

8 the negative consequences of other technologies G Students will influence of technology on history. G. Most technological development has been evolutionary, the result of a series of refinements to a basic invention I Students will influence of technology on history. I. Throughout history, technology has been a powerful force in reshaping the social, cultural, political, and economic landscape J Students will influence of technology on history. J. Early in the history of technology, the development of many tools and machines was based not on scientific

9 knowledge but on technological knowhow L Students will engineering design. L. The process of engineering design takes into account a number of factors J Students will role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving. J. Technological problems must be researched before they can be solved O Students will develop the abilities to apply the design process. O. Refine a design by using prototypes and modeling to ensure quality, efficiency, and productivity of the final product P Students will develop the abilities to

10 apply the design process. P. Evaluate the design solution using conceptual, physical, and mathematical models at various intervals of the design process in order to check for proper design and to note areas where improvements are needed K Students will and be able to select and use energy and power technologies. K. Energy can be grouped into major forms: thermal, radiant, electrical, mechanical, chemical, nuclear, and others N Students will and be able to select and use energy and power technologies. N. Power systems must have a source of energy, a process, and loads L Students will

11 and be able to select and use information and communication technologies. L. Information and communication technologies include the inputs, processes, and outputs associated with sending and receiving information M Students will and be able to select and use information and communication technologies. M. Information and communication systems allow information to be transferred from human to human, human to machine, machine to human, and machine to machine O Students will and be able to select and use information and communication technologies.

12 O. Communication systems are made up of source, encoder, transmitter, receiver, decoder, storage, retrieval, and destination P Students will and be able to select and use information and communication technologies. P. There are many ways to communicate information, such as graphic and electronic means Q Students will and be able to select and use information and communication technologies. Q. Technological knowledge and processes are communicated using symbols,measurement, conventions, icons, graphic images, and languages that incorporate a variety of visual, auditory, and tactile stimuli.

13 Unit 1 Foundations in Electronics - Lesson 1.2 Introduction to Circuit Design Approximate Time Frame: # of Weeks Standards Essential Question Enduring Skills Content Vocabulary Understandings J Students will characteristics and scope of J. The nature and development of technological knowledge and processes are functions of the setting K Students will characteristics and scope of K. The rate of technological development and diffusion is increasing rapidly M Students will characteristics and scope of M. Most development of technologies these 1.How are the characteristics of digital circuits different than analog circuits? 2.Why is the binary and decimal number systems essential to your ability to design combinational logic circuits? 3.What might a design process look like for creating an analog or digital circuit? 4.How are calculations, computer software design (CDS) tools, and measurement tools used in electronics to guide development and troubleshoot a circuit? 5.Why is the 555 timer design such an important and commonly used design in electronics? 1.Waveforms can be used to trigger events in a circuit. 2.The concepts of frequency, wavelength, and duty cycle are all related to one another and can be calculated in a waveform. 3.Analog and digital signals have different waveforms with distinctive characteristics. 4.Analog signals have an infinite number of voltage levels that vary continuously over the voltage range for that particular system. 5.Digital signals have two well-defined voltage levels, one for a logic high and one for a logic low. 6.Circuit design processes have evolved over time to create circuits. These processes have changed as new 1.Solve for unknown values within circuits (series, parallel, and combination circuits) using Ohm s Law, Kirchhoff s Voltage Law, and Kirchhoff s Current Laws. 2.Utilize Circuit Design Software (CDS) to validate hand calculations to analog circuit solutions. 3.Demonstrate series and parallel circuits on a breadboard. 4.Analyze simple analog circuits using a digital multimeter. 5.Analyze and interpret the amplitude, period, frequency, and duty cycle of analog and digital signals based on instrumentation and calculations. 6.Interpret the design of a simple 555 Timer oscillator and how the analog In Lesson 1.1 Introduction to Electronics, students learned to distinguish between analog and digital components. They explored basic components, basic circuits, and used measurement tools to characterize and validate calculations that predict a circuit s behavior. In Lesson 1.2 Introduction to Circuit Design, students will explore fundamental circuit designs, manipulate circuits to understand their function, and explore the Random Number Generator circuit design example. This lesson is meant to be a broad overview of circuit design and to expose students to basic Amplitude Boolean Expression Clocked D Flip-Flop Digital Waveform Dual In-Line Package (DIP) Duty Cycle (DC) Falling Edge Flip-Flop Frequency Hertz (Hz) Integrated Circuit (IC) Inverter Logic Diagram Oscilloscope Period Propagation Delays (tplh/tphl) Schematic Entry Sine Wave Square Wave 555 Timer

14 days is driven by the profit motive and the market M Students will M. Technologies systems include input, processes, output, and at times, feedback P Students will P. Technological systems can be connected to one another Q Students will Q. Malfunctions of any part of a system may affect the function and quality of the system R Students will R. Requirements are the parameters placed on the development of a product or strategies and new technologies have become available. 7.Engineers and technicians use Circuit Design Software (CDS) and instrumentation to verify functionality of their analog and digital design. components affect the wave generated. 7.Utilize the Circuit Design Software (CDS) to simulate and test a complete analog design. 8.Use Circuit Design Software (CDS) to simulate and test a simple combinational logic circuit designed with AND, OR, and INVERTER gates. 9.Identify and describe the function of a D flip-flop. 10.Use Circuit Design Software (CDS) to simulate and test a simple sequential logic circuit design with D flip-flops. 11.Utilize the Circuit Design Software (CDS) to simulate and test a complete design containing both combinational and sequential logic. designs they will be exploring and incorporating into their own future designs.

15 system S Students will S. Trade-off is a decision process recognizing the need for careful compromises among competing factors T Students will T. Different technologies involve different sets of processes W Students will W. Systems thinking applies logic and creativity with appropriate compromises in complex real-life problems X Students will

16 X. Systems, which are the building blocks of technology, are embedded within larger technological, social, and environmental systems Y Students will Y. The stability of a technological system is influenced by all of the components in the system, especially those in the feedback loop Z Students will Z. Selecting resources involves trade-offs between competing values, such as availability, cost, desirability, and waste AA Students will AA. Requirements involve the identification of the

17 criteria and constraints of a product or system and the determination of how they affect the final design and development BB Students will BB. Optimization is an ongoing process or methodology of designing or making a product and is dependent on criteria and constraints CC Students will CC. New technologies create new processes FF Students will FF. Complex systems have many layers of controls and feedback loops to provide information J Students will relationships among

18 technologies and the connections between technology and other fields of study. J. Technological progress promotes the advancement of science and mathematics H Students will cultural, social, economic, and political effects of H. Changes caused by the use of technology can range from gradual to rapid and from subtle to obvious I Students will cultural, social, economic, and political effects of I. Making decisions about the use of technology involves weighing the trade-offs between the positive and negative effects G Students will influence of technology on history.

19 G. Most technological development has been evolutionary, the result of a series of refinements to a basic invention I Students will influence of technology on history. I. Throughout history, technology has been a powerful force in reshaping the social, cultural, political, and economic landscape J Students will influence of technology on history. J. Early in the history of technology, the development of many tools and machines was based not on scientific knowledge but on technological knowhow H Students will attributes of design. H. The design process includes defining a

20 problem, brainstorming, researching and generating ideas, identifying criteria and specifying constraints, exploring possibilities, selecting an approach, developing a design proposal, making a model or prototype I Students will attributes of design. I. Design problems are seldom presented in a clearly defined form J Students will attributes of design. J. The design needs to be continually checked and critiqued, and the ideas of the design must be redefined and improved K Students will attributes of design. K. Requirements of a design, such as criteria, constraints, and efficiency, sometimes compete with each other.

21 I Students will engineering design. I. Established design principles are used to evaluate existing designs, to collect data, and to guide the design process J Students will engineering design. J. Engineering design is influenced by personal characteristics, such as creativity, resourcefulness, and the ability to visualize and think abstractly K Students will engineering design. K. A prototype is a working model used to test a design concept by making actual observations and necessary adjustments L Students will engineering design. L. The process of engineering design takes into account a number of factors.

22 J Students will role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving. J. Technological problems must be researched before they can be solved M Students will develop the abilities to apply the design process. M. Identify the design problem to solve and decide whether or not to address it N Students will develop the abilities to apply the design process. N. Identify criteria and constraints and determine how these will affect the design process O Students will develop the abilities to apply the design process. O. Refine a design by using prototypes and

23 modeling to ensure quality, efficiency, and productivity of the final product P Students will develop the abilities to apply the design process. P. Evaluate the design solution using conceptual, physical, and mathematical models at various intervals of the design process in order to check for proper design and to note areas where improvements are needed L Students will develop the abilities to use and maintain technological products and systems. L. Document processes and procedures and communicate them to different audiences using appropriate oral and written techniques M Students will develop the abilities to use and maintain technological products and systems. M. Diagnose a system that is malfunctioning

24 and use tools, materials, machines, and knowledge to repair it N Students will develop the abilities to use and maintain technological products and systems. N. Troubleshoot, analyze, and maintain systems to ensure safe and proper function and precision O Students will develop the abilities to use and maintain technological products and systems. O. Operate systems so that they function in the way they were designed P Students will develop the abilities to use and maintain technological products and systems. P. Use computers and calculators to access, retrieve, organize, process, maintain, interpret, and evaluate data and information in order to communicate J Students will develop the abilities to assess the impact of products and

25 systems. J. Collect information and evaluate its quality H Students will and be able to select and use energy and power technologies. H. Power systems are used to drive and provide propulsion to other technological products and systems K Students will and be able to select and use energy and power technologies. K. Energy can be grouped into major forms: thermal, radiant, electrical, mechanical, chemical, nuclear, and others M Students will and be able to select and use energy and power technologies. M. Energy resources can be renewable or nonrenewable.

26 N Students will and be able to select and use energy and power technologies. N. Power systems must have a source of energy, a process, and loads L Students will and be able to select and use information and communication technologies. L. Information and communication technologies include the inputs, processes, and outputs associated with sending and receiving information M Students will and be able to select and use information and communication technologies. M. Information and communication systems allow information to be transferred

27 from human to human, human to machine, machine to human, and machine to machine P Students will and be able to select and use information and communication technologies. P. There are many ways to communicate information, such as graphic and electronic means Q Students will and be able to select and use information and communication technologies. Q. Technological knowledge and processes are communicated using symbols,measurement, conventions, icons, graphic images, and languages that incorporate a variety of visual, auditory, and tactile stimuli.

28 Unit 2 Combinational Logic - Lesson 2.1 AOI Combinational Logic Design Standards Essential Question Enduring Understandings 1.How would you use a 1.There is a formal J Students will design process to design process for convert a set of design translating a set of specifications into a design specifications characteristics and functional into a functional scope of combinational logic combinational logic circuit? circuit. J. The nature and 2.What is the 2.The first step in development of relationship between a designing a technological combinational logic combinational logic knowledge and circuit s truth table, circuit is to translate a processes are logic expression, and set of design functions of the circuit specifications into a setting. implementation? Can I truth table K Students will describe the process of 3.A truth table obtaining either of the describes the first two design items behavior of a characteristics and given the third? combinational logic scope of 3.When you simplify design by listing all logic expressions using possible input K. The rate of Boolean algebra, how combinations and the technological do you know that you desired output for development and have the simplest each. diffusion is increasing solution and that the 4.Logic expressions rapidly. solution is correct? can be derived from a M Students will 4.In terms of circuit given truth table; implementation, what likewise, a truth table is the advantage of can be constructed characteristics and representing all logic from a given logic scope expressions in either expression. of the SOP or POS form? 5.All logic expressions M. Most development 5.Defend the following can be expressed in of technologies these statement: All logic one of two forms: days is driven by the expressions, regardless sum-of-products profit motive of complexity, can be Approximate Time Frame: # of Weeks Skills Content Vocabulary 1.Know the formal design process for designing combinational logic circuits. 2.Know the truth tables and logic expressions associated with AND gates, OR gates, and INVERTER gates. 3.Know rules and laws of Boolean Algebra including DeMorgan s Theorems. 4.Know that a truth table can be interpreted into an algebraic expression representing the output of the circuit. 5.Know that a simplified logic expression can produce the same outputs with fewer gates. 6.Recognize sum-ofproduct expressions and product-of-sum expressions. In Unit 1 Foundations in Electronics, students were introduced to the components and basic designs utilized in digital electronics. In this unit, students will explore in greater detail the designs related to combinational logic. How do you design a circuit to do what you want it to do? Lesson 2.1 focuses on AND, OR, Invertor (AOI) combinational logic circuit design. Students will reinforce concepts that they were introduced to in the previous units such as Binary Number Systems, Truth Tables, and Boolean Expressions. They will then expand on these concepts by exploring how mathematics can be used to reduce circuit size, cost, and complexity. Using the DeMorgan s Theorems Distributive Property Least Significant Bit (LSB) Logic Circuit Logic Diagram Maxterm Minterm Most Significant Bit (MSB) Product-of-Sums (POS) Product Term Sum-of-Products (SOP) Sum Term Truth Table

29 and the market M Students will M. Technologies systems include input, processes, output, and at times, feedback P Students will P. Technological systems can be connected to one another Q Students will Q. Malfunctions of any part of a system may affect the function and quality of the system R Students will R. Requirements are the parameters placed on the development of a product or system. implemented with AND, OR, and INVERTER gates. (SOP) or products of sum (POS). 6.Simplified logic expressions are used to create circuits with fewer gates. 7.All logic expressions, whether simplified or not, can be implemented using AND, OR, & INVERTER gates. systematic approaches of AOI Simplification, AOI Logic Analysis, and AOI Implementation, students will learn to take design specifications and translate them into the most efficient circuit possible.

30 2.6-8.S Students will S. Trade-off is a decision process recognizing the need for careful compromises among competing factors T Students will T. Different technologies involve different sets of processes W Students will W. Systems thinking applies logic and creativity with appropriate compromises in complex real-life problems X Students will X. Systems, which are the building blocks of

31 technology, are embedded within larger technological, social, and environmental systems Y Students will Y. The stability of a technological system is influenced by all of the components in the system, especially those in the feedback loop Z Students will Z. Selecting resources involves trade-offs between competing values, such as availability, cost, desirability, and waste AA Students will AA. Requirements involve the identification of the criteria and constraints of a

32 product or system and the determination of how they affect the final design and development BB Students will BB. Optimization is an ongoing process or methodology of designing or making a product and is dependent on criteria and constraints CC Students will CC. New technologies create new processes FF Students will FF. Complex systems have many layers of controls and feedback loops to provide information J Students will relationships among technologies and the connections between

33 technology and other fields of study. J. Technological progress promotes the advancement of science and mathematics H Students will cultural, social, economic, and political effects of H. Changes caused by the use of technology can range from gradual to rapid and from subtle to obvious I Students will cultural, social, economic, and political effects of I. Making decisions about the use of technology involves weighing the trade-offs between the positive and negative effects G Students will influence of technology on history. G. Most technological development has been

34 evolutionary, the result of a series of refinements to a basic invention. PLTW Standards and Alignment 2015 Project Lead The Way, Inc I Students will influence of technology on history. I. Throughout history, technology has been a powerful force in reshaping the social, cultural, political, and economic landscape H Students will attributes of design. H. The design process includes defining a problem, brainstorming, researching and generating ideas, identifying criteria and specifying constraints, exploring possibilities, selecting an approach, developing a design proposal, making a model or prototype.

35 I Students will attributes of design. I. Design problems are seldom presented in a clearly defined form J Students will attributes of design. J. The design needs to be continually checked and critiqued, and the ideas of the design must be redefined and improved K Students will attributes of design. K. Requirements of a design, such as criteria, constraints, and efficiency, sometimes compete with each other I Students will engineering design. I. Established design principles are used to evaluate existing designs, to collect data, and to guide the design process J Students will

36 engineering design. J. Engineering design is influenced by personal characteristics, such as creativity, resourcefulness, and the ability to visualize and think abstractly K Students will engineering design. K. A prototype is a working model used to test a design concept by making actual observations and necessary adjustments L Students will engineering design. L. The process of engineering design takes into account a number of factors M Students will develop the abilities to apply the design process. M. Identify the design problem to solve and decide whether or not to address it N Students will develop the abilities to apply the design process.

37 N. Identify criteria and constraints and determine how these will affect the design process O Students will develop the abilities to apply the design process. O. Refine a design by using prototypes and modeling to ensure quality, efficiency, and productivity of the final product P Students will develop the abilities to apply the design process. P. Evaluate the design solution using conceptual, physical, and mathematical models at various intervals of the design process in order to check for proper design and to note areas where improvements are needed Q Students will develop the abilities to apply the design process. Q. Develop and produce a product or system using a design process.

38 L Students will develop the abilities to use and maintain technological products and systems. L. Document processes and procedures and communicate them to different audiences using appropriate oral and written techniques M Students will develop the abilities to use and maintain technological products and systems. M. Diagnose a system that is malfunctioning and use tools, materials, machines, and knowledge to repair it N Students will develop the abilities to use and maintain technological products and systems. N. Troubleshoot, analyze, and maintain systems to ensure safe and proper function and precision O Students will develop the abilities to use and maintain technological products and systems.

39 O. Operate systems so that they function in the way they were designed P Students will develop the abilities to use and maintain technological products and systems. P. Use computers and calculators to access, retrieve, organize, process, maintain, interpret, and evaluate data and information in order to communicate J Students will develop the abilities to assess the impact of products and systems. J. Collect information and evaluate its quality K Students will develop the abilities to assess the impact of products and systems. K. Synthesize data, analyze trends, and draw conclusions regarding the effect of technology on the individual, society, and environment N Students will and

40 be able to select and use energy and power technologies. N. Power systems must have a source of energy, a process, and loads L Students will and be able to select and use information and communication technologies. L. Information and communication technologies include the inputs, processes, and outputs associated with sending and receiving information M Students will and be able to select and use information and communication technologies. M. Information and communication systems allow information to be transferred from human to human, human to machine, machine to human, and machine to

41 machine N Students will and be able to select and use information and communication technologies. N. Information and communication systems can be used to inform, persuade, entertain, control, manage, and educate O Students will and be able to select and use information and communication technologies. O. Communication systems are made up of source, encoder, transmitter, receiver, decoder, storage, retrieval, and destination P Students will and be able to select and use information and communication technologies. P. There are many ways to communicate

42 information, such as graphic and electronic means Q Students will and be able to select and use information and communication technologies. Q. Technological knowledge and processes are communicated using symbols,measurement, conventions, icons, graphic images, and languages that incorporate a variety of visual, auditory, and tactile stimuli. Unit 2 Combinational Logic - Lesson 2.2 Alternative Design: Universal Gates and K Mapping Approximate Time Frame: # of Weeks Standards Essential Question Enduring Skills Content Vocabulary Understandings Lesson J Students will characteristics and scope of J. The nature and development of technological 1.Why are NAND gates and NOR gates considered universal gates? 2.What are the advantages of implementing a combinational logic design with universal gates? 1.There is a formal design process for translating a set of design specifications into a functional combinational logic circuit implemented with NAND or NOR gates. 2.Combinational logic designs implemented 1.Translate a set of design specifications into a functional NAND or NOR combinational logic circuit following a formal design process. 2.Compare and contrast the quality of combinational logic In the first lesson of this unit, we learned how to use a design process to transform design specifications into functional AOI combinational logic. Though the result of this work was a functioning circuit, Adjacent Cell Cell Don t Care Condition Karnaugh Map NAND Gate NOR Gate

43 knowledge and processes are functions of the setting K Students will characteristics and scope of K. The rate of technological development and diffusion is increasing rapidly M Students will characteristics and scope of M. Most development of technologies these days is driven by the profit motive and the market M Students will M. Technologies systems include input, processes, output, and at times, feedback P Students will 3.What are the advantages of using K- mapping over Boolean algebra to simplify logic expressions? with NAND gates or NOR gates will typically require fewer Integrated Circuits (IC) than AOI equivalent implementations. 3.A NAND gate is considered a universal gate because it can be used to implement an AND gate, OR gate, and an INVERTER gate. Any combinational logic expression can be implemented using only NAND gates. 4.A NOR gate is considered a universal gate because it can be used to implement an AND gate, OR gate, and an INVERTER gate. Any combinational logic expression can be implemented using only NOR gates. 5.Karnaugh Mapping is a graphical technique for simplifying logic expressions containing two, three, and four variables. 6.A don t care condition is a designs implemented with AOI, NAND, and NOR logic gates. 3.Use Circuit Design Software (CDS) to simulate and prototype NAND and NOR logic circuits. 4.Use the K-Mapping technique to simplify combinational logic problems containing two, three, and four variables. 5.Solve K-Maps that contain one or more don t care conditions. 6.Use current technology to convert AOI designs to universal gate designs. this process does not address a few issues. First, Boolean algebra was required to simplify the logic expressions. Though Boolean algebra is an important mathematical process, applying its numerous theorems and laws is not always the easiest task to undertake. Second, as we will see in this lesson, AOI circuit implementations are rarely the most costeffective solutions for combinational logic designs. After completing a series of guided foundational activities on Karnaugh Mappings, NAND only logic design, NOR only logic design, and Multsim s Logic Converter, the students will apply the Combinational Logic Design Process (version 2) to develop a Fireplace Control Circuit. This process

44 P. Technological systems can be connected to one another Q Students will Q. Malfunctions of any part of a system may affect the function and quality of the system R Students will R. Requirements are the parameters placed on the development of a product or system S Students will S. Trade-off is a decision process recognizing the need for careful compromises among competing factors T Students will situation where the design specifications don t care what the output is for one or more input conditions. Don t care conditions in K-Maps can lead to significantly simpler logic expressions and circuit implementations. will walk the students through the steps required to transform a set of written design specifications into a functional combinational logic circuit implemented with either NAND only or NOR only logic.

45 T. Different technologies involve different sets of processes W Students will W. Systems thinking applies logic and creativity with appropriate compromises in complex real-life problems X Students will X. Systems, which are the building blocks of technology, are embedded within larger technological, social, and environmental systems Y Students will Y. The stability of a technological system is influenced by all of the components in

46 the system, especially those in the feedback loop Z Students will Z. Selecting resources involves trade-offs between competing values, such as availability, cost, desirability, and waste AA Students will AA. Requirements involve the identification of the criteria and constraints of a product or system and the determination of how they affect the final design and development BB Students will BB. Optimization is an ongoing process or methodology of designing or making a

47 product and is dependent on criteria and constraints CC Students will CC. New technologies create new processes FF Students will FF. Complex systems have many layers of controls and feedback loops to provide information J Students will relationships among technologies and the connections between technology and other fields of study. J. Technological progress promotes the advancement of science and mathematics H Students will cultural, social, economic, and political effects of

48 H. Changes caused by the use of technology can range from gradual to rapid and from subtle to obvious I Students will cultural, social, economic, and political effects of I. Making decisions about the use of technology involves weighing the trade-offs between the positive and negative effects G Students will influence of technology on history. G. Most technological development has been evolutionary, the result of a series of refinements to a basic invention I Students will influence of technology on history. I. Throughout history, technology has been a powerful force in reshaping the

49 social, cultural, political, and economic landscape H Students will attributes of design. H. The design process includes defining a problem, brainstorming, researching and generating ideas, identifying criteria and specifying constraints, exploring possibilities, selecting an approach, developing a design proposal, making a model or prototype I Students will attributes of design. I. Design problems are seldom presented in a clearly defined form J Students will attributes of design. J. The design needs to be continually checked and critiqued, and the ideas of the design must be redefined and improved.

50 K Students will attributes of design. K. Requirements of a design, such as criteria, constraints, and efficiency, sometimes compete with each other I Students will engineering design. I. Established design principles are used to evaluate existing designs, to collect data, and to guide the design process J Students will engineering design. J. Engineering design is influenced by personal characteristics, such as creativity, resourcefulness, and the ability to visualize and think abstractly K Students will engineering design. K. A prototype is a working model used to test a design concept by making actual

51 observations and necessary adjustments L Students will engineering design. L. The process of engineering design takes into account a number of factors M Students will develop the abilities to apply the design process. M. Identify the design problem to solve and decide whether or not to address it N Students will develop the abilities to apply the design process. N. Identify criteria and constraints and determine how these will affect the design process O Students will develop the abilities to apply the design process. O. Refine a design by using prototypes and modeling to ensure quality, efficiency, and productivity of the final product P Students will develop the abilities to

52 apply the design process. P. Evaluate the design solution using conceptual, physical, and mathematical models at various intervals of the design process in order to check for proper design and to note areas where improvements are needed Q Students will develop the abilities to apply the design process. Q. Develop and produce a product or system using a design process R Students will develop the abilities to apply the design process. R. Evaluate final solutions and communicate observation, processes, and results of the entire design process, using verbal, graphic, quantitative, virtual, and written means, in addition to threedimensional models L Students will develop the abilities to

53 use and maintain technological products and systems. L. Document processes and procedures and communicate them to different audiences using appropriate oral and written techniques M Students will develop the abilities to use and maintain technological products and systems. M. Diagnose a system that is malfunctioning and use tools, materials, machines, and knowledge to repair it N Students will develop the abilities to use and maintain technological products and systems. N. Troubleshoot, analyze, and maintain systems to ensure safe and proper function and precision O Students will develop the abilities to use and maintain technological products and systems. O. Operate systems so that they function in

54 the way they were designed P Students will develop the abilities to use and maintain technological products and systems. P. Use computers and calculators to access, retrieve, organize, process, maintain, interpret, and evaluate data and information in order to communicate J Students will develop the abilities to assess the impact of products and systems. J. Collect information and evaluate its quality N Students will and be able to select and use energy and power technologies. N. Power systems must have a source of energy, a process, and loads L Students will and be able to select and use

55 information and communication technologies. L. Information and communication technologies include the inputs, processes, and outputs associated with sending and receiving information M Students will and be able to select and use information and communication technologies. M. Information and communication systems allow information to be transferred from human to human, human to machine, machine to human, and machine to machine N Students will and be able to select and use information and communication technologies. N. Information and communication systems can be used to inform, persuade,

56 entertain, control, manage, and educate O Students will and be able to select and use information and communication technologies. O. Communication systems are made up of source, encoder, transmitter, receiver, decoder, storage, retrieval, and destination P Students will and be able to select and use information and communication technologies. P. There are many ways to communicate information, such as graphic and electronic means. Unit 2 Combinational Logic - Lesson 2.3 Specific Combinational Logic Designs Approximate Time Frame: # of Weeks Standards Essential Question Enduring Skills Content Vocabulary Understandings J Students will 1.Why is the 1.The relationship of hexadecimal and 1.Convert numbers between the This lesson will address a few Common Anode Display

57 characteristics and scope of J. The nature and development of technological knowledge and processes are functions of the setting K Students will characteristics and scope of K. The rate of technological development and diffusion is increasing rapidly M Students will M. Technologies systems include input, processes, output, and at times, feedback P Students will P. Technological systems can be connected to one another. number systems and conversion between number systems such as binary, octal, decimal, hexadecimal, and Binary Coded Decimal (BCD) essential to your ability to design combinational logic circuits? 2.Why are binary adders such an important design in digital electronics and how do they work? 3.How can different types of sevensegment displays be integrated into your designs? 4.How would you use a design process to convert a set of design specifications that you have defined into a functional combinational logic circuit containing multiple outputs? 5.What is the basic operation of digital multiplexers and demultiplexers and how can they improve a circuit s design? octal number systems to the decimal number system is important in digital electronics. Those who work in digital electronics must be able to convert number systems. 2.The addition of two binary numbers of any bit length can be accomplished by cascading one halfadder with one or more full adders. 3.Two s complement arithmetic is the most commonly used method for handling negative numbers in digital electronics. 4.XOR and XNOR gates can be used to implement combinational logic circuits, but their primary intended purpose is for implementing binary adder circuits. 5.Seven-segment displays are used to display the digits 0-9 as well as some alpha characters. 6.The two varieties of seven-segment displays are common hexadecimal or octal number systems and the decimal number system. 2.Use a sevensegment display in a combinational logic design to display alpha/numeric values. 3.Select the correct current limiting resistor and properly wire both common cathode and common anode seven-segment displays. 4.Design binary halfadders and fulladders using XOR and XNOR gates. 5.Use the two s complement process to add and subtract binary numbers. 6.Describe how the addition of two binary numbers of any bit length can be accomplished by cascading one halfadder with one or more full adders. 7.Design and implement binary adders using SSI and MSI ICs. 8.Use a formal design process to translate a set of design fundamental topics related to combinational logic. These topics include hexadecimal and octal number systems, XOR, XNOR, and binary adders, 2 s complement arithmetic, and Multiplexers/Demultiplexers. These designs are commonly used in digital circuit designs related to adding/subtracting numbers, the use of seven segment displays in designs, and carrying multiple signals through the same pathway in a circuit. Common Cathode Display Datasheet De-multiplexer Design Specifications Encoder Exclusive-NOR (XNOR) Circuit Exclusive-OR (XOR) Circuit Full Adder Half Adder Hexadecimal Number System Multiplexer Octal Number System Seven-Segment Display Signed Binary Number Sign Bit 1 s Complement 2 s Complement