Which Engineering Course Should I Choose? DIGITAL ELECTRONICS of Course!!

© 2014 Project Lead The Way, Inc.Digital Electronics

2

https://alignment.pltw.org/

3

PLTW Standards & Objectives Alignment Tool

4

Lesson 2.3 - Date of Birth DesignNumber and QuantityQuantities

-Reason Quantitatively And Use Units To Solve Problems.1. Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. (N.Q .1) 2. Define appropriate quantities for the purpose of descriptive modeling. (N.Q .2) 3. Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (N.Q .3) 

AlgebraArithmetic With Polynomials And Rational Expressions

-Perform Arithmetic Operations On Polynomials

1. Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials. (A.APR.1) 

-Use Polynomial Identities To Solve Problems4. Prove polynomial identities and use them to describe numerical relationships. For example, the polynomial identity (x2 + y2)2 = (x2 - y2)2 + (2xy)2 can be used to generate Pythagorean triples. (A.APR.4) 5. (+) Know and apply the Binomial Theorem for the expansion of (x + y)n in powers of x and y for a positive integer n, where x and y are any numbers, with coefficients determined for example by Pascal's Triangle.1 

1The Binomial Theorem can be proved by mathematical induction or by a combinatorial argument. (A.APR.5) 

-Rewrite Rational Expressions6. Rewrite simple rational expressions in different forms; write a(x)/b(x) in the form q(x) + r(x)/b(x), where a(x), b(x), q(x), and r(x) are polynomials with the degree of r(x) less than the degree of b(x), using inspection, long division, or, for the more complicated examples, a computer algebra system. (A.APR.6) 7. (+) Understand that rational expressions form a system analogous to the rational numbers, closed under addition, subtraction, multiplication, and division by a nonzero rational expression; add, subtract, multiply, and divide rational expressions. (A.APR.7) 

Creating Equations-Create Equations That Describe Numbers Or Relationships

1. Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions. (A.CED.1) 

Reasoning With Equations And Inequalities-Understand Solving Equations As A Process Of Reasoning And Explain The Reasoning

1. Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method. (A.REI.1) 

 

5

DE Prerequisites

Students DO NOT need any other PLTW Course!

Math skills biggest indicator of success

Unique blend of Analytical and Hands-on skills

Camdenton R-3 Prerequisites: Algebra II, Algebra I (A), or Permission of Instructor

6

DE Curriculum

DE Curriculum Changes

7

Dual Path – DMS & DLB

Pedagogy – Spiraling & Inquiry based activities

Clock Signals - Using the myDAQ External Clock & CmodS6 clocks

Multiplexing 7 Segment Displays – Now Serving Display (3.2.4)

Copier Jam Detector – Motor Driver & Voltage Divider – (4.1.1)

State Machines – Tollbooth (4.1.3)

Arduino (Intro to Microcontrollers – 4.2)

Dual Path – DMS & DLB

8

Spiraling (Bruner – 1960)

9

Key features:

• The student revisits a topic, theme or subject several times throughout the course.

• The complexity of the topic or theme increases with each revisit.

• New learning has a relationship with old learning and is put in context with the old information.

The benefits ascribed to the spiral curriculum by its advocates are:

• The information is reinforced and solidified each time the student revisits the subject matter.

• The spiral curriculum also allows a logical progression from simplistic ideas to complicated ideas.

• Students are encouraged to apply the early knowledge to later course objectives.

Spiraling – DE Example

10

Activity 1.2.4 Introduction

to Sequential

Logic Design:

Counters (DMS)

Clock-In

B

A

“0”

0

0

“1”

0

1

“2”

1

0

“3”

1

1

“0”

0

0

Inquiry Based Learning – (Stephenson)

• The power of an inquiry-based approach to teaching and learning is its potential to increase intellectual engagement and foster deep understanding through the development of a hands-on, minds-on and ‘research-based disposition’ towards teaching and learning. Inquiry honors the complex, interconnected nature of knowledge construction, striving to provide opportunities for both teachers and students to collaboratively build, test and reflect on their learning.

11

Inquiry Based – DE Examples

12

Activity 1.1.2 Investigating Basic Circuits

(DMS)

Activity 1.1.6 Component

Identification: Digital

X Y Z

0 0 0

0 1 0

1 0 0

1 1 1

PLTW myDAQ Digital MiniSystem (DMS)

13

DMS Components

14

NI myDAQ™

Digilent Cmod S6™ FPGA NI myDigitialProtoboard™

“Old” DLB

15

16

NI myDAQ™Digital Multimeter (DMM)Oscilloscope (Scope)Function Generator (FGEN)Variable Power Supply (VPS)Bode Analyzer (Bode)Dynamic Signal Analyzer (DSA)Arbitrary Waveform Generator (ARB)Digital Reader (DigIn)Digital writer (DigOut)Impedance Analyzer (Imped)2-Wire Current-Voltage Analyzer (2-Wire)3-Wire Current-Voltage Analyzer (3-Wire)

Sample myDAQ Instruments

17

Digilent Cmod S6™ FPGA

18

Xilinx Spartan 6 FPGA

Powered via USB or pin 24 (5 - 15 V)

2 Clks – 8 Mhz & 1 Hz

46 FPGA GPIO signals to DIP pins

4 user LED’s and 2 push buttons

19

NI myDigital Protoboard™

Powered via niMyDAQ or AC-DC Transformer (17 V max)

LED’s, switches, pushbuttons

Seven Segment Displays – Multiplexed Common Cathode

20

Power for NI myDigital Protoboard™

Powered by myDAQ

Powered by external voltage (17 V max)

Wiring the NI myDigital Protoboard™

21

PIO14 – DIO3 (CLK from myDAQ) PIO24 – VCC PIO25 – GND PIO26 – G PIO27 – F PIO28 – E PIO29 – D PIO30 – C PIO31 – B PIO32 – A PIO33 – DIG 0 PIO34 – DIG 1 PIO35 – G0 PIO36 – G1 PIO37 – Y0 PIO38 – Y1 PIO39 – Y2 PIO40 – Y3 PIO41 – R0 PIO42 – R1 PIO43 – B0 PIO44 – B1 PIO45 – S0 PIO46 – S1 PIO47 – S2 PIO48 – S3

Multiplexing the 7-Seg Displays

22Problem 3.2.4 Asynchronous Counters:

Now Serving Display (DMS)

External Clk - NI myDAQ

23

• Open National Instruments > NI ELVISmx Instrument Launcher. Select “DigOut”.

• Settings: – Lines to Write (0-3)– Pattern (Ramp 0-15)– Run Continuously

• When you select “Run” the Digital Writer will send a signal that can be used as a clock signal to DIO3.

• To utilize a faster frequency, switch to DIO2 DIO1 or DIO0.PIO14 – DIO3

(CLK from myDAQ)

Internal Clk - Digilent Cmod S6™

24

Copier Jam Detector (4.1.1)

25

Addition of a Feed Motor to stop when jam occurs (Vex 2-wire motor)

Feed Motor needs independent voltage supply (6V)

CMOS Limit switches require 3.3 Vmax and suggest voltage divider

Should use a SN754410 Quad Half-H driver chip (instead of L298)

Copier Jam Detector (4.1.1)

26

Copier Jam Detector (4.1.1)

27

Copier Jam Detector (4.1.1)

28

Tollbooth (4.1.3)

29

CMOS Limit switches require 3.3 Vmax and suggest voltage divider

Pushbuttons for open and close booth

4 states of the state machine more clearly defined: (opening/open/closing/closed)

Should use a SN754410 Quad Half-H driver chip (instead of L298)

Tollbooth (4.1.3)

30

Tollbooth (4.1.3)

31

State Qa QbPhysical State of the Gate

(Open/Closed) or (Opening/Closing)

S0 0 0 The gate is…

S1 0 1 The gate is…

S2 1 0 The gate is…

S3 1 1 The gate is…

Tollbooth (4.1.3)

32

PRESENT STATE Operator Pushbuttons Limit Switches NEXT STATE* Outputs

State Qa QbOpen

SwitchClose Switch

Open Limit

Close Limit

State Qa* Qb*Motor Open

Motor Close

Gate Open

Gate Closed

S0 0 0 0 0   S0 0 0       1

The gate is closed with no inputs from the operator.

S0 0 0 1 0     S1 0 1 0     1

The operator has pressed the pushbutton “OPEN SWITCH” but the gate is still closed. “MOTOR OPEN” should be the next state.

S1 0 1   0   S1 0 1 1   0 0

The gate is opening but has not reached the “OPEN LIMIT”. Hitting the “OPEN LIMIT” should be the next state.

S1 0 1     1   S2 1 0 1   0 0

The gate has reached the “OPEN LIMIT” but the “MOTOR OPEN” is still on. “GATE OPEN” with motor off should be the next state.

S2 1 0                      

 

S2 1 0                      

 

S3 1 1                      

 

S3 1 1                      

 

Tollbooth (4.1.3)

33

Tollbooth (4.1.3)

34

Microcontrollers – Arduino (4.2.1 – 4.2.4)

35

Install Arduino IDE (Software development environment)

Intro to Microcontrollers

Pulse Width Modulated (PWM) Signals to the motor(s)

Tollbooth activity Revisited