Transcript Multiplexer / Demultiplexer

Which Engineering Course
Should I Choose? DIGITAL
ELECTRONICS of Course!!
Digital Electronics
© 2014 Project Lead The Way, Inc.
https://alignment.pltw.org/
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PLTW Standards & Objectives
Alignment Tool
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Lesson 2.3 - Date of Birth Design
umber and Quantity
uantities
-Reason Quantitatively And Use Units To Solve Problems.
. 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
terpret the scale and the origin in graphs and data displays. (N.Q .1)
. Define appropriate quantities for the purpose of descriptive modeling. (N.Q .2)
. Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (N.Q .3)
lgebra
rithmetic With Polynomials And Rational Expressions
-Perform Arithmetic Operations On Polynomials
. Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication;
dd, subtract, and multiply polynomials. (A.APR.1)
-Use Polynomial Identities To Solve Problems
. 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
enerate Pythagorean triples. (A.APR.4)
. (+) 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 coefficient
etermined for example by Pascal's Triangle.1
The Binomial Theorem can be proved by mathematical induction or by a combinatorial argument. (A.APR.5)
-Rewrite Rational Expressions
. 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
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)
. (+) Understand that rational expressions form a system analogous to the rational numbers, closed under addition, subtraction, multiplication, and division by a
onzero rational expression; add, subtract, multiply, and divide rational expressions. (A.APR.7)
reating Equations
-Create Equations That Describe Numbers Or Relationships
. Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple
ational and exponential functions. (A.CED.1)
easoning With Equations And Inequalities
-Understand Solving Equations As A Process Of Reasoning And Explain The Reasoning
. 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
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riginal equation has a solution. Construct a viable argument to justify a solution method. (A.REI.1)
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
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DE Curriculum
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DE Curriculum Changes
 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)
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Dual Path – DMS & DLB
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Spiraling (Bruner – 1960)
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
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objectives.
Spiraling – DE Example
“0”
“1”
“2”
“3”
“0”
A
0
0
1
1
0
B
0
1
0
1
0
Clock-In
Activity 1.2.4
Introduction
to
Sequential
Logic
Design:
Counters
(DMS)
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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.
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Inquiry Based – DE Examples
Activity 1.1.2
Investigating
Basic Circuits
(DMS)
X
Y
Z
0
0
0
0
1
0
1
0
0
1
1
1
Activity 1.1.6
Component
Identification:
Digital
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PLTW myDAQ Digital MiniSystem (DMS)
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DMS Components
NI myDAQ™
NI myDigitialProtoboard™
Digilent Cmod
S6™ FPGA 14
“Old” DLB
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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)
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Sample myDAQ Instruments
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Digilent Cmod S6™ FPGA
 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
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NI myDigital Protoboard™
 Powered via niMyDAQ or AC-DC
Transformer (17 V max)
 LED’s, switches, pushbuttons
 Seven Segment Displays –
Multiplexed Common Cathode
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Power for NI myDigital Protoboard™
Powered by myDAQ
Powered by external
voltage (17 V max)20
Wiring the NI myDigital Protoboard™
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
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Multiplexing the 7-Seg Displays
Problem 3.2.4 Asynchronous Counters:
Now Serving Display (DMS)
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External Clk - NI myDAQ
PIO14 – DIO3
(CLK from myDAQ)
• 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.
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Internal Clk - Digilent Cmod S6™
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Copier Jam Detector (4.1.1)
 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)
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Copier Jam Detector (4.1.1)
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Copier Jam Detector (4.1.1)
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Copier Jam Detector (4.1.1)
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Tollbooth (4.1.3)
 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)
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Tollbooth (4.1.3)
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Tollbooth (4.1.3)
Physical State of the Gate
(Open/Closed) or (Opening/Closing)
State
Qa
Qb
S0
0
0
The gate is…
S1
0
1
The gate is…
S2
1
0
The gate is…
S3
1
1
The gate is…
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Tollbooth (4.1.3)
PRESENT STATE
Operator Pushbuttons
State
Qa
Qb
Open
Switch
Close
Switch
S0
0
0
0
0
Limit Switches
Open
Limit
Close
Limit
NEXT STATE*
Outputs
State
Qa*
Qb*
S0
0
0
S1
0
1
Motor
Open
Motor
Close
Gate
Open
Gate
Closed
1
The gate is closed with no inputs from the operator.
S0
0
0
1
0
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
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
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
1
1
S3
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Tollbooth (4.1.3)
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Tollbooth (4.1.3)
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Microcontrollers – Arduino (4.2.1 – 4.2.4)
 Install Arduino IDE (Software
development environment)
 Intro to Microcontrollers
 Pulse Width Modulated (PWM) Signals
to the motor(s)
 Tollbooth activity Revisited
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