ELEC ENG 1102 - Digital Electronics

North Terrace Campus - Semester 2 - 2024

This course provides an introduction to the control of engineering systems using microprocessors, sensors and actuators. Within this context it introduces the fundamentals of combinational logic, Boolean algebra, digital arithmetic, sequential logic, and microprocessor instruction set architecture and I/O. Learning opportunities include: online presentations with integrated practice exercises; tutorials in which small teams work together to explore, discuss, analyse and explain digital electronic circuits; and practicals in which theory is put to useful application. The course is designed to be one of the first undertaken by new students in electrical and electronic engineering such that its successful completion will provide the necessary foundation for more specialist learning in digital microelectronics and computer engineering.

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Course Details

Course Code	ELEC ENG 1102
Course	Digital Electronics
Coordinating Unit	Electrical and Electronic Engineering
Term	Semester 2
Level	Undergraduate
Location/s	North Terrace Campus
Units	3
Contact	Typically 2 hours per week, up to 6 hours in weeks with practicals
Available for Study Abroad and Exchange	Y
Assessment	Mid-semester tests, online quizzes, tutorial participation, assignment and practical work

Course Staff

Course Coordinator: Dr Said Al-Sarawi

Lectures / Course Coordinator
Name: Dr Said Al-Sarawi
Email: said.alsarawi@adelaide.edu.au
Room: Ingkarni Wardli 3.39

Practical Coordinator
Name: Dr Hong-Gunn Chew
Email: honggunn.chew@adelaide.edu.au
Room: Ingkarni Wardli 3.52

Course Timetable

The full timetable of all activities for this course can be accessed from Course Planner.

Course Learning Outcomes

On successful completion of this course students will be able to:

1	Perform basic arithmetic calculations in binary, decimal and hexadecimal;
2	Analyse and synthesise combinational logic circuits;
3	Develop Moore finite state machines;
4	Analyse the operation of short assembly language programs;
5	Program a microcontroller to control a simple physical system and to perform simple digital transformations to an analog signal;
6	Select, justify and use appropriate input and output devices and controllers for simple digital systems;
7	Demonstrate practical skills in the programming and testing of digital systems on FPGA and microcontroller development boards;

The above course learning outcomes are aligned with the Engineers Australia Entry to Practice Competency Standard for the Professional Engineer. The course develops the following EA Elements of Competency to levels of introductory (A), intermediate (B), advanced (C):

1.1	1.2	1.3	1.4	1.5	1.6	2.1	2.2	2.3	2.4	3.1	3.2	3.3	3.4	3.5	3.6
B	B	B	—	B	A	B	B	A	A	A	B	B	A	A	A

University Graduate Attributes

This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

University Graduate Attribute	Course Learning Outcome(s)
Attribute 1: Deep discipline knowledge and intellectual breadth Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.	1-7
Attribute 2: Creative and critical thinking, and problem solving Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.	2-7
Attribute 3: Teamwork and communication skills Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.	7
Attribute 4: Professionalism and leadership readiness Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.	1-7
Attribute 8: Self-awareness and emotional intelligence Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.	7

Learning Resources
Required Resources

Textbook: David Harris and Sarah Harris, Digital Design and Computer Architecture, Elsevier, Second Edition (2013). The full text of this book is available electronically from the University of Adelaide Library.

Lecture slides, tutorial questions, practical instructions, practice questions, worked solutions, and other supporting materials are available on the course web site on MyUni.

Online Learning
This course uses the MyUni web site for:
- all announcements
- lectures slides, practice and tutorial questions, practical instructions, and other resources
- online quizzes
- communication of marks using the gradebook
- a discussion board for course-related discussion
- lecture recordings and key-concept videos

Learning & Teaching Modes

The course includes lectures, tutorials and practical sessions.

Lectures: Pre-recorded key-concept videos are provided online.

Tutorials: Students have the opportunity to work collaboratively with their peers to solve tutorial problems and to seek assistance from a tutor. Tutorial participation will contribute to a small component of the assessment.

Practicals: In the 3-hour practical sessions, students work in pairs to design, build and test digtial electronic circuits and microcontroller systems.

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

Activity	Number	Contact Hours	Workload Hours
Online Lectures	20		40
Workshops	12	24	36
Tests	3	3	9
Practicals	4	12	24
Online Quizzes	5		5
Exam	2		8
Practice and Revision			28
Total		39	150

Learning Activities Summary

TOPIC 1: Introduction to Digital Electronics
Analog and digital electronics: analog and digital representation, applications of digital electronics
Managing complexity: abstraction, modularity, abstraction, design communication, written communication, working in diverse teams, presentations
Logic gates
Digital logic technologies: discrete logic, PLAs, FPGAs, microcontrollers, PLCs, integrated logic

TOPIC 2: Combinational Logic
Boolean logic and algebra: Boolean equations, truth tables, algebraic simplification, Karnaugh maps
Number systems: positional number systems, unsigned binary representation, signed binary representation, hexadecimal representation, other binary codes
Adders: binary addition, binary subtraction, full adders, adders, busses and bus notation
FPGAs: multiplexers, logic with memories, benefits of FPGAs, applications of FPGAs, how FPGAs work

TOPIC 3: Sequential Logic
Introduction to sequential logic: combinational and sequential, synchronous and asynchronous
Storage elements: D flip-flops, registers
Moore finite state machines: finite state machines using counters, analysing finite state machines, synthesising finite state machines

TOPIC 4: Microprocessors
Stored program computer: embedded computers, applications and benefits of microcontrollers, stored program execution model
Assembly language: instructions, operands, instruction representation
Programming: arithmetic and logic, control, arrays, procedure calls, addressing modes
Compiling, assembling and loading: memory map, tool chain, assembler features

TOPIC 5: Input and Output
Parallel I/O: general purpose I/O, parallel data interfaces
Analog and digital signals: digital to analog converters, pulse width modulation, analog to digital converters, successive approximation conversion, sampled data systems
Serial I/O: asynchronous serial, synchronous serial, SPI
Implementation considerations: logic levels, logic families, power, delay
Sensors and actuators: timers, sensors, rotary encoders, actuators, transistors, relays, H-bridges, stepper motors, servo drives, solenoids

The University's policy on Assessment for Coursework Programs is based on the following four principles:

Assessment must encourage and reinforce learning.
Assessment must enable robust and fair judgements about student performance.
Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
Assessment must maintain academic standards.

Assessment Summary

Assessment Task	Weighting (%)	Individual/ Group	Formative/ Summative	Due (week)*	Hurdle criteria	Learning outcomes
Test 1	8	Individual	Formative	5		2, 6.
Test 2	8	Individual	Formative	8		1, 2, 3.
Test 3	8	Individual	Formative	12		4, 5.
Online Quizzes 1-5	5	Individual	Formative	4, 6, 8, 9, 12		1. 2. 3. 4. 5. 6.
Practicals 1-4	20	Group	Formative	6, 8, 10, 12	Min 50%	1. 2. 3. 4. 5. 6. 7.
Workshop Participation	5	Individual	Formative	2-11		1, 2, 3, 4, 5, 6.
Exam	46	Individual	Summative	exam period	Min 40%	1. 2. 3. 4. 5. 6.
Total	100

* The specific due date for each assessment task will be available on MyUni.

This assessment breakdown is registered as an exemption to the University's Assessment for Coursework Programs Policy. The exemption is related to the Procedures clause(s): 1. a. i 1. b. 3.

This course has a hurdle requirement. Meeting the specified hurdle criteria is a requirement for passing the course.

Formative means that the assessment is primarily for the purpose of developing understanding and obtaining feedback for improvement. Summative means that the assessments tests your understanding.

Assessment Related Requirements

The practicals are a hurdle requirement. It is necessary to achieve at least 40% in this components. If the hurdle requirement is not achieved, the total course mark will be limited to a maximum of 49.

It is important to note that no modified arrangements for assessment are offered for the practicals after the end of Week 12. By arrangement with the practical or course coordinator, it will be possible throughout the semester for students who are falling significantly behind to have modified arrangements. However if students persistently neglect the practical throughout semester they are likely to not meet the hurdle requirement and hence fail the course without further opportunity for redemption. Exceptions will be made in the case of verifiable medical or compassionate circumstances beyond the student's control.

If a student fails to meet a hurdle requirement (normally no less than 40%), and is assigned a total mark for the course in the range of 45-49, then the student is entitled to an offer of additional assessment of some type. The type of assessment is to be decided by the School Assessment Review Committee when determining final results. The student's final total mark will be entered at no more than 49% and the offer of an additional assessment will be specified e.g. US01. Once the additional assessment has been completed, this mark will be included in the calculation of the total mark for the course and the better of the two results will apply. Note however that the maximum final result for a course in which a student has sat an additional assessment will be a "50 Pass".

If a student is unable to meet a hurdle requirement related to an assessment piece (maybe throughout semester or at semester's end) due to medical or compassionate circumstances beyond their control, then the student is entitled to an offer of replacement assessment of some type. An interim result of RP will be entered for the student, and the student will be notified of the offer of a replacement assessment. Once the replacement assessment has been completed, the result of that assessment will be included in the calculation of the total mark for the course.

Assessment Detail

No information currently available.

Submission

Online Quizzes will be on MyUni
Tests and Exam will be in person
Workshop participation in person
In lab pracs are in person

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

M10 (Coursework Mark Scheme)
Grade	Mark	Description
FNS		Fail No Submission
F	1-49	Fail
P	50-64	Pass
C	65-74	Credit
D	75-84	Distinction
HD	85-100	High Distinction
CN		Continuing
NFE		No Formal Examination
RP		Result Pending

Further details of the grades/results can be obtained from Examinations.

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

Final results for this course will be made available through Access Adelaide.

Student Feedback

The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
Fraud Awareness

Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator