Digital Electronics (Course Code: 4321102)

GUJARAT TECHNOLOGICAL UNIVERSITY (GTU)

Competency-focused Outcome-based Green Curriculum-2021 (COGC-2021) Semester-II

1. RATIONALE

Digital technology is the fastest growing technology and have revolutionized the electronics Industry. In most of the applications digital technology has replaced analogue technology. Digital logic is heart of digital electronic circuits. A basic understanding of this subject is therefore essential to effectively maintain digital electronic devices. The study of this course will enable the students to test the working and rectify the faults of common digital circuits.

2. COMPETENCY

The course content should be taught and implemented with the aim to develop different types of skills so that students are able to acquire following competency:

Maintain the digital electronic circuits.

3. COURSE OUTCOMES (COs)

The practical exercises, the underpinning knowledge and the relevant soft skills associated with the identified competency are to be developed in the student for the achievement of the following COs:

• a) Interpret various number systems and their conversions with binary arithmetic operations.
• b) Implement simplified Boolean equations using logic gates.
• c) Test different types of combinational logic circuits.
• d) Test different types of sequential logic circuits.
• e) Classify various memories and logic families.

4. TEACHING AND EXAMINATION SCHEME

(*): Out of 30 marks under the theory CA, 10 marks are for assessment of the micro-project to facilitate integration of COs and the remaining 20 marks is the average of 2 tests to be taken during the semester for the assessing the attainment of the cognitive domain UOs required for the attainment of the COs.

Legends: L -Lecture; T - Tutorial/Teacher Guided Theory Practice; P -Practical; C - Credit, CA -Continuous Assessment; ESE -End Semester Examination.

5. SUGGESTED PRACTICAL EXERCISES

Following practical outcomes (PrOs) are the sub-components of the Course Outcomes (Cos). Some of the PrOs marked '*' are compulsory, as they are crucial for that particular CO at the 'Precision Level' of Dave's Taxonomy related to 'Psychomotor Domain'.

Note

• i. More Practical Exercises can be designed and offered by the respective course teacher to develop the industry relevant skills/outcomes to match the COs. The above table is only a suggestive list.
• ii. Care must be taken in assigning and assessing study report as it is a first year study report. Study report, data collection and analysis report must be assigned in a group. Teacher has to discuss about type of data (which and why) before group start their market survey.

The following are some sample 'Process' and 'Product' related skills (more may be added/deleted depending on the course) that occur in the above listed Practical Exercises of this course required which are embedded in the COs and ultimately the competency.

6. MAJOR EQUIPMENTS/ INSTRUMENTS REQUIRED

These major equipments with broad specifications for the PrOs is a guide to procure them by the administrators to user in uniformity of practical's in all institutions across the state.

7. AFFECTIVE DOMAIN OUTCOMES

The following sample Affective Domain Outcomes (ADOs) are embedded in many of the above-mentioned COs and PrOs. More could be added to fulfill the development of this course competency.

• a) Work as a leader/a team member.
• b) Follow ethical practices.
• c) Follow safety precautions.
• d) Realize importance of E-waste management.

The ADOs are best developed through the laboratory/field based exercises. Moreover, the level of achievement of the ADOs according to Krathwohl's 'Affective Domain Taxonomy' should gradually increase as planned below:

• i. 'Valuing Level' in 1st year
• ii. 'Organization Level' in 2nd year
• iii. 'Characterization Level' in 3rd year

8. UNDERPINNING THEORY

The major underpinning theory is given below based on the higher level UOs of Revised Bloom's taxonomy that are formulated for development of the COs and competency. If required, more such UOs could be included by the course teacher to focus on attainment of COs and competency.

9. SUGGESTED SPECIFICATION TABLE FOR QUESTIONPAPER DESIGN

Legends: R=Remember, U=Understand, A=Apply and above (Revised Bloom's taxonomy)

10. SUGGESTED STUDENT ACTIVITIES

Other than the classroom and laboratory learning, following are the suggested student-related co-curricular activities which can be undertaken to accelerate the attainment of the various outcomes in this course: Students should perform following activities in group and prepare reports of about 5 pages for each activity. They should also collect/record physical evidences for their (student's) portfolio which may be useful for their placement interviews:

• i. Read and note down specifications of Digital ICs using data sheet: IC number/ Pin Diagram/voltage levels, applications for the following Digital ICs (TTL/CMOS): AND, OR, NOT, NAND, NOR, EX-OR, EX-NOR gates, Decoder, Multiplexer, BCD to 7-segment decoder, SR FF, JK FF, D FF, shift Register, Counter, ADC, DAC.
• ii. Solve real life problems using binary logic theory and implement it using digital logic circuits.
• iii. Explore working of Digital clock/Digital panel.
• iv. Prepare micro project using Various Digital IC and display devices.

11. SUGGESTED SPECIAL INSTRUCTIONAL STRATEGIES (if any)

These are sample strategies, which the teacher can use to accelerate the attainment of the various outcomes in this course:

• a) Massive open online courses (MOOCs) may be used to teach various topics/sub topics.
• b) Guide student(s) in undertaking micro-projects.
• c) 'L' in section No. 4 means different types of teaching methods that are to be employed by teachers to develop the outcomes.
• d) About 20% of the topics/sub-topics which are relatively simpler or descriptive in nature is to be given to the students for self-learning, but to be assessed using different assessment methods.
• e) With respect to section No.10, teachers need to ensure to create opportunities and provisions for co-curricular activities.
• f) Introduce E-waste recycling technology among the students.
• g) Internet based home assignments
• h) Micro projects (in group of three to four students)

12. SUGGESTED MICRO-PROJECTS

Only one micro-project is planned to be undertaken by a student that needs to be assigned to him/her in the beginning of the semester. In the first four semesters, the micro-projects are group-based (group of 3 to 5). However, in the fifth and sixth semesters, the number of students in the group should not exceed three.

The micro-project could be industry application based, internet-based, workshop-based, laboratory-based or field-based. Each micro-project should encompass two or more COs which are in fact, an integration of PrOs, UOs and ADOs. Each student will have to maintain dated work diary consisting of individual contribution in the project work and give a seminar presentation of it before submission. The duration of the micro project should be about 14 -16 (fourteen to sixteen) student engagement hours during the course. The students ought to submit micro-project by the end of the semester to develop the industry-oriented COs.

A suggestive list of micro-projects is given here. This has to match the competency and the COs. Similar micro-projects could be added by the concerned course teacher:

• a) Implement Logic Gates on General Purpose Board.
• b) Implement simplified Product of Sum (POS) based equation using logic gates on General Purpose Board.
• c) Design Half Adder/Full Adder Circuit on General Purpose Board.
• d) Design Half Subtractor/Full Subtractor Circuit on General Purpose Board.
• e) Design 4:1 Multiplexer on General Purpose Board.
• f) Design 4 bit Gray to Binary code converter on General Purpose Board.
• g) Design any Flip-flop on General Purpose Board.
• h) Design 4-bit Counter on General Purpose Board.
• i) Identify Various types of Memories like Pen Drive, Hard Disk, DVD, Memory Card etc. around you and Prepare a chart of it.
• j) Identify E-Waste of Digital ICs and Prepare a brief Report of Remedies for it.

13. SUGGESTED LEARNING RESOURCES

14. SOFTWARE/LEARNING WEBSITES

• NPTEL Digital Electronics Course
• Tutorialspoint Digital Circuits
• Javatpoint Digital Electronics
• Javatpoint Combinational Logic Circuits (for combinational logic circuits)
• Electronics For U Flip-Flops (for flip-flops)
• Javatpoint Shift Registers (for shift registers)
• Javatpoint Counters (for counters)
• Semiconductor Memory Types (for semiconductor memories)
• Digital Logic Family Classification
• Virtual Labs IIT Roorkee (Virtual Labs for experiments)
• Virtual Labs IIT Kharagpur (Virtual Labs for experiments)
• Logisim (educational tool for designing and simulating digital logic circuits) - Digital Circuit simulation open source software

15. PO-COMPETENCY-CO MAPPING

Legend: '3' for high, '2' for medium, '1' for low and '-' for no correlation of each CO with PO.

16. COURSE CURRICULUM DEVELOPMENT COMMITTEE

GTU Resource Persons

BoS Resource Persons