ELEC ENG 1102 - Digital Electronics

North Terrace Campus - Semester 2 - 2018

This course provides an introduction to the control of engineering systems using microprocessors, sensors and actuators. Within this context it introduces the fundamentals of digital logic, digital arithmetic, programmable logic and computer architecture. Research skills and aspects of professional practice are developed through group-based assignments.

  • General Course Information
    Course Details
    Course Code ELEC ENG 1102
    Course Digital Electronics
    Coordinating Unit School of Electrical & Electronic Engineering
    Term Semester 2
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact up to 7 hours per week
    Available for Study Abroad and Exchange Y
    Assessment Final exam; tests; practicals; online quizzes and a small-group design project
    Course Staff

    Course Coordinator: Associate Professor Braden Phillips

    Lectures / Course Coordinator
    Name: Dr Braden Phillips
    Email: braden.phillips@adelaide.edu.au
    Room: Ingkarni Wardli 3.38

    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.

  • Learning Outcomes
    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;
    8 Apply communication and professional engineering skills to work effectively and ethically in a group project involving discovery of information.

    The above course learning outcomes are aligned with the Engineers Australia Stage 1 Competency Standard for the Professional Engineer.
    The course is designed to develop the following Elements of Competency: 1.1   1.2   1.3   1.5   1.6   2.1   2.2   2.3   2.4   3.1   3.2   3.3   3.4   3.5   3.6   

    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)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
  • Learning Resources
    Required Resources
    Textbook: David Harris and Sarah Harris, Digital Design and Computer Architecture, Elsevier. Either the First Edition (2008) or the Second Edition (2013) may be used. The full text of the First Edition 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 tests
    • communication of marks using the gradebook
    • a discussion board for course-related discussion
    • lecture recordings
  • Learning & Teaching Activities
    Learning & Teaching Modes

    The course includes lectures, tutorials and practical sessions.

    Lectures: Slides are available prior to lectures. Where material outside of the scope of the textbook is presented, detailed notes are provided. Lecture recordings are available on MyUni.

    Tutorials: Students have the opportunity to work collaboratively with their peers to solve tutorial problems and to seek assistance from a tutor. In addition some tuturials will be dedicated to:

    Research Assignment: groups will investigate a research topic with guidance from an academic mentor.

    Presentations: groups will deliver the findings of their research assignment in a presentation.

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


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

    Activity Number Contact Hours Workload Hours
    Lectures 33 33 33
    Tutorials 11 11 22
    Tests 3 3 15
    Practicals 5 15 15
    Online Tests 5 5
    Report Assignment 1 3
    Reseach Presentation 1 12
    Practice and Revision 45
    Total 62 150
    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
    Implementation considerations: logic levels, logic families, power, delay
    Parallel and serial I/O: general purpose I/O, parallel data interfaces, asynchronous serial, synchronous serial, SPI
    Analog and digital signals: digital to analog converters, pulse width modulation, analog to digital converters, successive approximation conversion, sampled data systems
    Sensors and actuators: timers, sensors, rotary encoders, actuators, transistors, relays, H-bridges, stepper motors, servo drives, solenoids

    Small Group Discovery Experience
    This course includes a Small Group Discovery Experience. Students work in groups to investigate a particular topic relevant to their course and present a seminar. This includes two meetings with an experienced academic.
  • Assessment

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

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

    Assessment Summary
    Assessment Task Weighting (%) Individual/ Group Formative/ Summative
    Due (week)*
    Hurdle criteria Learning outcomes
    Maximum of Test 1 or Exam Question 1 5 Individual Formative 4 2, 6, 8.
    Maximum of Test 2 or Exam Question 2 5 Individual Formative 7 1, 2.
    Maximum of Test 3 of Exam Question 3 5 Individual Formative 10 2. 3.
    Online Tests 1-5 5 Individual Formative 4, 6, 8, 9, 12 1. 2. 3. 4. 5. 6.
    Practicals 1-4 15 Group Formative 5, 7, 9, 11 Min 40% 1. 2. 3. 4. 5. 6. 7.
    Written Communication Exercise (2%), Report Assignment (6%), Research Presentation (10%) 18 Group Formative 2, 3, 8-9 Min 40% 8.
    Exam 47 Individual Summative 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 examination, practical and CPP components are hurdle requirements. It is necessary to achieve at least 40% in all three of these components. If the exam hurdle requirement is not achieved, the total course mark will be limited to a maximum of 49. If the practical and/or CPP hurdle requirements are not met, the total course mark will be limited to a maximum of 44.

    It is important to note that no modified arrangements for assessment are offered for the practicals, report assignment or research presentation 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, assignment or presentation components 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.


    No information currently available.

    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
  • 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.