MODULE DESCRIPTOR
TITLE
MODULE CODE
LEVEL
CREDITS
Electronic Systems
16-6087
6
20
ECTS CREDITS VALUE
10
FACULTY
DEPARTMENT
SUBJECT GROUP
MODULE LEADER
DATE OF APPROVAL
Arts, Computing, Engineering and Sciences
Engineering and Mathematics
Electrical, Electronic and Control Engineering
John Rowe
rd
3 December 2015
MODULE AIM
To develop professional design skill, analytic ability, development proficiency, personal skills and
related knowledge of a range of analogue and digital circuits, systems and design tasks.
MODULE LEARNING OUTCOMES
LO
1
2
3
Learning Outcome
Analyse, describe and critically compare the structures and performance of a range of
electronic systems, subsystems and components.
Design using appropriate methods, test and develop electronic circuits and systems to given
specifications taking into account practical and commercial constraints on implementation
Communicate effectively the outcomes of design and investigative work and use personal
skills typically in the form of team work and project management applied to system design and
implementation
INDICATIVE CONTENT
Digital Electronic Systems:
Review of pre-requisite module work, leading to further work on: speed area product considerations,
digital system design and synthesis using PLDs/FPGAs (e.g. Xilinx/ Quartus), ROM based designs,
limitations and testing.
ASM design, state graphs and tables. Design and analysis of selected arithmetic circuits. Computer
design. Design for testability.
High level design language (VHDL). Embedded processor (e.g. ARM), co-ware system design,
simulation/emulation and test. Documentation and verification for re-useable designs.
Analogue Electronic Systems:
Review of pre-requisite module work.
CAD, Device and circuit modelling. Semiconductor device models: static and h.f. model parameters
and their effect on simulation characteristics; macro models for operational amplifiers and other
complex circuits. Computer analysis of amplifier/filter performance.
Amplification and other circuit techniques: Bipolar and MOS transistor h.f. equivalent circuits: small
signal parameters and use in amplifier circuit analysis. Circuits for current/voltage, voltage/current,
frequency/voltage and voltage/frequency conversion. Log/antilog amplifiers, phase locked loops,
current mirrors, active loads, differential stages, VCOs, integrated analogue timing/oscillator circuits.
Passive and active filter design; low pass, high pass, band pass, band stop. Active filter design using
operational amplifiers. Sallen-Key and switched capacitor filters.
Analogue to digital and digital to analogue conversion techniques, characteristics and application
areas; A to D conversion: flash, SA, dual slope integration; D to A conversion: ladder, summing
amplifier.
LEARNING, TEACHING AND ASSESSMENT STRATEGY AND METHODS
The module will be taught by a combination of traditional lectures, small-group tutorials/seminars,
laboratories and computer-based work to allow the ideas to be tried more extensively in practice.
Much of the assignment work will be based on design activity and laboratory investigation and
implementation.
The student will acquire skills and knowledge through lectures and demonstrations, supported by
tutorial questions and directed study material. Some guided learning will be used and where
appropriate this will be computer-based.
All summative assessment (except for the examination) is also formative, in that full feedback is given
regarding performance, within two weeks of submission. Further formative feedback is given directly
during all the tutorial and laboratory sessions.
ASSESSMENT DESCRIPTION
The coursework will typically comprise two case studies of appropriate system designs involving
advanced computer simulation / emulation and synthesis techniques.
Breakdown of assessment: Examination 70%
Coursework and Laboratory work 30%
ASSESSMENT PATTERN - TASK INFORMATION (STANDARD ASSESSMENT MODEL)
Task
No.*
Description of
Assessment Task
Task
Weighting %
1
Coursework
30%
2
Exam
70%
Word Count
or Exam
Duration**
2000 words
or equivalent
3 Hours
Subtasks
+
Y/N
Y
IMR^
Y/N
N
Final
Task
Y/N
N
N
N
Y
FEEDBACK TO STUDENTS
Students will receive feedback on their performance in the following ways:
•
•
•
Students are given group feedback via their virtual learning environment (currently Blackboard)
and in lectures. Individual verbal feedback is provided in the seminars and laboratories.
Students are encouraged to ask questions during lectures, laboratories and seminars and they
receive both individual and group feedback to address learning issues
Following assessment of the case study feedback is provided in either written, or verbal, or both
formats. Assessment justification is supported by a pre-published marking and assessment rubric
(marking “grid”)
LEARNING RESOURCES FOR THIS MODULE (INCLUDING READING LISTS)
To find and access module resource lists online (RLO) search via https://shu.rl.talis.com/index.html.
Resources including current reading lists may also be provided on Blackboard.
Use of Quartus II or equivalent software for digital design, use of Mentor Graphics or equivalent
ECAD system, use of Target systems (e.g., Terasic DE2 or DE0 nano)
Bogart, T. F., Beasley, J. S. & Rico, G. (2004) Electronic Devices and Circuits, 6th. ed., NewJersey,
Pearson.
Dueck, R. (2004) Digital Design with CPLD Applications and VHDL 2nd ed., New York, Thomson
Delmar Learning.
Hamblen, J. O., Furman,M.D. & Hall, T.S. (2011) Rapid Prototyping of Digital Systems: Quartus® II
ed., New York, Springer.
Geiger, R. L., Strader, Allen, P.E. & Strader, N. R. (1990) VLSI Design Techniques for Analog and
Digital Circuits, New York, McGraw Hill.
Gray, P. R., Hurst, P. J., Lewis, S. H. & Meyer, R.G. (2009) Analysis and Design of Analog
Integrated Circuits, 5th ed., New Jersey, John Wiley & Sons.
Meador, A. D. (2012) Beginning Digital from a VHDL Perspective, New York, Delmar.
Sedra, A. S. & Smith, K. C. (1998) Microelectronic circuits, Volume 1, Oxford, Oxford UP.
Wakerly, J. (2006) Digital Design: Principles and Practices, New Jersey, Pearson.
MODULE STUDY HOURS (KEY INFORMATION SET)
Module Study Hours - Breakdown of Hours by Type
Scheduled Learning and Teaching Activity type*
Hours by type
KIS category
Lecture
24
Scheduled L&T
Seminar
8
Scheduled L&T
Practical classes and workshops / Seminar
24
Scheduled L&T
Scheduled Learning and Teaching Activities sub-total
56
Guided Independent Study
144
Total Number of Study Hours
200
CHECKED
Date
Reason
April 2016
Checked Against SI - correct
REVISIONS
Date
Reason
Independent