ELEC ENG 2100 - Digital Systems

North Terrace Campus - Semester 2 - 2024

This course develops engineering capabilities pertaining to the design of digital electronic systems. Designs for contemporary implementation technologies are expressed using circuit schematics and SystemVerilog, at levels of abstraction from CMOS transistor circuits up to processor microarchitecture. System architecture, microarchitecture and interfacing concepts are developed through an extended case study of a commercial microprocessor. The course operates as a flipped classroom with students attending weekly 2-hour workshops. Preparatory lectures, reading and exercise questions are completed before workshops. Workshop problems are more open-ended and typically require discussion in small groups, practical design, simulation and implementation using computers and reconfigurable logic circuits.

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Course Details

Course Code	ELEC ENG 2100
Course	Digital Systems
Coordinating Unit	Electrical and Electronic Engineering
Term	Semester 2
Level	Undergraduate
Location/s	North Terrace Campus
Units	3
Contact	Typically up to 2 hours per week but up to 5 hours in the weeks with practicals
Available for Study Abroad and Exchange	Y
Prerequisites	ELEC ENG 1102
Incompatible	ELEC ENG 3028
Assessment	Workshop Preparation, Tests, Exam

Course Staff

Course Coordinator: Associate Professor Braden Phillips

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	Design, build and test digital logic for systems of moderate complexity using common digital components, schematic diagrams, and hardware description language
2	Use and explain engineering practices to manage the complexity of digital systems
3	Use appropriate implementation technologies for digital systems
4	Design CMOS logic gates at the transistor schematic level
5	Work effectively and ethically in teams to undertake the design of digital systems

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	C	C	A	B	—	B	C	B	B	—	B	—	B	B	B

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.	1-5
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.	1-5
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.	2, 5
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.	2, 5
Attribute 5: Intercultural and ethical competency Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.	5
Attribute 7: Digital capabilities Graduates are well prepared for living, learning and working in a digital society.	1-5
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.	5

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.

A set of slides, recorded slide show presentations, practice problems, worked solutions, and other supporting materials will be available for downloading from the course web site.

Online Learning

This course uses the MyUni web site. All announcements are posted on MyUni. Recorded slide show presentations, practice and tutorial questions, and other resources are available on MyUni. The gradebook is used to communicate marks. The research assignment is submitted using MyUni. A discussion board is available for course-related discussion.

Learning & Teaching Modes

Workshops: the course uses a flipped classroom with an emphasis on weekly 3-hour face-to-face workshops. Students prepare for workshops by reading sections of the textbook, watching recorded presentations, and attempting preparation exercises. During workshops, teaching staff spend time with each student individually to help explain difficult concepts. Workshop time is also spent working as individuals on exercise problems and in small groups on design problems.

Recorded Presentations: wherever possible the presentations follow the structure, terminology and notation of the course textbook. Slides and recoded presentations are available prior to workshops and, where material outside of the scope of the textbook is presented, detailed notes are provided. Students are expected to read sections of the textbook, watch the presentations and attempt some exercise problems in preparation for workshops.

Workload

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

The information below is provided as a guide to help students engage appropriately with the course requirements.

Activity	Contact Hours	Workload Hours
Workshop Preparation		36
Recorded Slide Presentaions		36
Tests	3	12
Workshops (2 hrs / 3 hr session)	36	36
Assignment		6
Practice Questions and Revision		24
Total	39	150

Learning Activities Summary

Week	Workshop Topic	Test
1	Topic 1: Building Digital Systems
2	Topic 1: Building Digital Systems
3	Topic 2: Combinational Logic Design
4	Topic 2: Combinational Logic Design	Test 1
5	Topic 3: Sequential Logic Design
6	Topic 3: Sequential Logic Design
7	Topic 4: CMOS Logic	Test 2
8	Topic 4: CMOS Logic
9	Topic 5: Digital Subsystems & Interfaces
10	Topic 5: Digital Subsystems & Interfaces	Test 3
11	Review and Integration
12	Review and Integration

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)*	Learning outcomes
Workshops (12)	12	Individual	Formative	Weeks 1-12	1-5
Mid-semester tests (3)	24	Individual	Summative	Weeks 4, 7, 10	1-4
Assignment	8	Individual	Summative	Week 9	1-4
Exam	56	Individual	Summative		1-4
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. b. 3.

Assessment Detail

Workshops: students maintain an exercise book in which they record tutorial preparation and the work completed during tutorials. This is assessed during tutorials on the basis of the student having attempted and then corrected prescribed exercises.

Tests: 60-minute tests are held online in weeks 4, 7 and 10.

Exam: a 2-hour examination is held at the end of the semester.

Assignment: an individual SystemVerilog assignment.

Submission

Workshops: logbooks are marked during the workshops. Marks are awarded for completion of the previous workshop and preparation for the current one.

Tests: test are completed online in MyUni during the scheduled hour shown in Access Adelaide for weeks 4, 7, and 10.

Assignment: the assignment is required to be submitted online with the SystemVerilog code and a short video to demonstrate the functionality of the program.

Exam: the exam is conduced as part of the University scheduled and facilitated exams at the end of semster.

Extensions for workshops and tests can be arranged for circumstances eligible for modified arranegments under the Modified Arrangements for Coursework Assessment Policy. Please contact the Course Coordinator or to request an extension.

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.
The following changes have been made for 2024 in response to last year's feedback
- changed one of the workshops to be a special SystemVerilog review
- the activities of one of the workshops, which have typically taken much longer than the others, will be submitted as an assignment so that it receives extra weight in the assessment. The exam weight has been reduced.
- reduced the focus of SystemVerilog assessment in the tests, given it will be covered in the new assignment.
- moved to 3-hour flexible workshops.
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
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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.

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