PBL Project Brief: (For learning the contents of 'Design a Digital Logic Circuits with Analog Input".) Analogue and Digital Electronics (EEE3459) 1. PBL Project Title Design a digital logic circuits with analog anput 2. Project Overview Operational Amplifiers (Op-amps), are one of the basic building blocks of Analogue Electronic Circuits. These are linear devices that have all the properties required for nearly ideal DC amplification and are therefore used extensively in signal conditioning, filtering or to perform mathematical operations such as add, subtract, integration and differentiation. One of the main responsibilities of engineers is to design a part of the electronic circuit and solve problems effectively. This project will enable learners to solve mathematical, scientific and associated engineering problems. It will also act as a basis for progression to study other modules both within the qualification, such as Mathematics. 3. Driving Question2 The electronic product is required to use operational amplifiers and appropriate electronic components to design a circuit which accepts two analog input voltages (Vx and Vy) and produces an output Vz which is proportional to the quotient (Vx / Vy). In mathematical form : Vz = c (Vx / Vy) where c is the constant of proportionality One possible way of implementing such circuit is to use logarithmic computation in elementary mathematics (assume c = 1) : Vz = Vx/ Vy = In(Vz) = In (Vx/ Vy) = In Vx - In Vy ( 1 ) Taking anti-log on both sides of ( 1 ), we get : In [ In (Vz) ] = In-] [ In Vx - In Vy ] = Vz =In-] [ In Vx -In Vy] (2 ) 4. Target Users Circuit Designer Electronic Engineer R&D Engineer This Project brief should comprise 5 concepts to facilitate students' learning in the PBL Project or module. The 5 concepts include i) Real-world Problem-solving, i.e. the Driving Question; in) Interdisciplinary Learning, iii) Professional Ethics, iv) Safety Precaution and v) Assessment on the Student-led Learning. As regards the Essential Project Design Elements of PBL, please also refer to the Gold Standard PBL at https://www.pblworks.org/blog/gold-standard-pbl- essential-Project-design-elements Components of driving question include 'Open challenge', 'Who or what role', 'What they will have to do', and 'Who or what it is for. 2/10PBL Project Brief: (For learning the contents of 'Design a Digital Logic Circuits with Analog Input\".) Analogue and Digital Electronics (EEE3459) 5. Proiect Structure3 Each team should involve 2 students participating in this PBL proiect. The distinguishable responsibilities of IVE students should be clearly specified in the Report of this Project. Students are recommended to work with the following framework to design / test and operate the Operational Amplifiers Circuit corresponding to the driving question: - integrate and apply knowledge including electronic engineering, mathematics, circuit simulation related techniques and modern tools learnt in the programme to conduct activities and design the Op-amps with meeting industry needed; - Finding the quotient of two input voltages can be transformed into finding the difference between the logarithm of these input voltages followed by an anti-log operation. Vx . ' - ?9? _ C VX Circuits . .. Vy Vy 0 V2 =1n'1[1nV 1nVy] Anti-log Amp Log Amp Difference Amp Log Amp Output Input 1 Input 2 - By examining the above equation, it can be seen that the circuit consists of at least two log circuits (one for each input voltage), one subtraction (difference) circuit, and one anti-log circuit. - Fortunately, log, anti-log, and difference circuit can all be implemented by the operational amplifier based building blocks as shown below: 3 This part should include the learning contents and / or the relevant MILO(s) when appropriate. 3/10 PBL Project Brief: (For learning the contents of 'Design a Digital Logic Circuits with Analog Input".) Analogue and Digital Electronics (EEE3459) Log Amplifier (can accept only positive input) R1 Vi - WW Simplified to : Vo = -nVTIn (R I.) Vo = - KIn ( Ki) Anti-Log Amplifier (can accept only positive input) R1 WW Vi Simplified to : Vo Vo = -RAI,e(nVT.) Vo = - Ke( *) + Differential (or Difference) Amplifier R M Kom Vo MMM . V. V= R2 ( V , - V , ) + R 1 R1 RZ 4/10PBL Project Brief: (For learning the contents of 'Design a Digital Logic Circuits with Analog Input\") Analogue and Digital Electronics (EEE3459) - Design the circuit that realizes the required function using the building blocks shown above, and draw its schematics (e.g. using LTspice). - From your circuit schematic, derive the mathematical relationship between Vx, Vy, and V2 in terms of circuit parameters K and K1. - Select suitable components (e.g. Op Amp, diodes) and appropriate component values (resistance) foryour design. Using a supply voltage of i15 V. You should also state the reason(s) for your selection. - Review, voice out any questions and give feedback to and get feedback from teachers and peers in every step - Verify your design by running suitable circuit simulations (e.g. transient, AC analysis and l or DC sweep etc.) to see if it functions as required. If NOT, modify your design to make it work. 6. lnter-disci linar Learnin and Modules Su ortthe Pro'ect4 This Project comprises intended learning outcomes of the following modules: Credit Module Deliverab|e(s) from each module for the Project Name of Modules' Intended Learning I utcomes (MlLOs) which ontrihute to the Project lVllLOl MILOZ MILOS EEE3459 Analogue \\/ and Digital Electronics LAN3'IOO E 8. C; \\/ J \\/ Workplace Interaction 13 EEE345'l Electronics V V Essentials 7. Roles and Res onsibilities5 Students need to apply the principles of electronic components in implementing the based building block of operational amplifier Students need to analyse information, respond to suggestions, handle interruptions 8. clarifications effectively , and demonstrate a reasonable level of accuracy in using complex grammatical structures Students have to apply logic principles to design simple digital & DC circuits Students as active learners manage this student-led project and take greater responsibilities to learn the key knowledge and success skills corresponding to the driving questions. In doing this project, the role of students is the electronic engineer to use operational amplifiers and appropriate electronic components to design a circuit and Collect sufficient data to show your design can implement the intended function Vx, Vy & Vz. Students' responsibilities include but not limited to: - Make decisions on how you work 4 SDD, LC and IT are the major partners for inter-disciplinary. Project modules and IBSP may involve other VTC disciplines. 5 Make reference to PBL Handbook Clause 5.1 for responsibilities. In the PBL training by CLT, roles can include \"Professional Role' and 'Project Role' 5/10 PBL Project Brief: (For learning the contents of 'Design a Digital Logic Circuits with Analog Input\") Analogue and Digital Electronics (EEE3459) Demonstrate your engineering competence and professional competence Present your deliverable in a logical and easy understanding format and prepare to present it publicly Collect sufficient data (e.g. according to the table shown below) to show that your design can implement the intended function. Include all your simulation results (e.g. transient, AC analysis and l or DC sweep etc. with their configurations) in the report. Comment on the performance of your design (e.g. bandwidth, usable range etc.). Apply 21\" Century skillse, particularly critical thinking, communication, literacy skills, flexibility, initiative, productivity, and social skills for this project Keep your classroom behavior so that the classroom norms can maximize the productivity of every student Proactively seek for and apply feedback from self-assessment, peer and teacher, etc.. Instructional supports are available but these supports are removed when no longer needed. Note that teachers will not \"front-load" too much information at the start of the project, but waits until it is needed or requested by students Keep enthusiasm and sense of ownership of the project, commit to the project calendar and make improvements on the products of the project Communicate thoroughly with teachers and stakeholders using digital communication method 8. Project Path and MilestonesT The Project is for the module of Analogue and Digital Electronics in semester 2 (Full-time study). The Project development is divided into four stages as shown below: STAGE 1 STAGE 2 Build Knowledge Launch Project Learn about the key knowledge Explore the project & develop need to to answer the know questions driving questions STAGE 3 STAGE 4 Develop and Present Critique Products Publicly Develop prototype I Finalise the products for products and criticisms present publicly Project Path for PBL (PBLWorks (n.d.)) 6 215' Century skills include, critical thinking, creativity, collaboration, communication, information literacy, media literacy, technology literacy, flexibility, leadership, initiative, productivity, and social skills 7 Teaching and assessment schedule should be included in this part. It is similar to the main table ofthe Engineering Discipline teaching plan. 6/10 PBL Project Brief: (For learning the contents of 'Design a Digital Logic Circuits with Analog Input\".) Analogue and Digital Electronics (EEE3459) Stage No. Learning activities\": Submission - Initiate the inquiry process through participating in a project briefing by the end user - Preliminary study the problem to be solved in a group of 2 students. - Plan the sources; resources include but not limited to the key knowledge, available time, available knowledge and skill sources such as websites, books, ebooks in library. 2: - Make a decision on how to build on the Verbal submission by each Build effective operational amplifiers and select group to show the progress Knowledge appropriate electronic components. each week - Perform the design to conform the demands of anti-log operation to derive the mathematical relationship between Vx, Vy, and V2 in terms of circuit parameters K and K1. - Study the relevant knowledge & skills. Week 3: - Carry out the analysis for the design from the Verbal submission by each 31-33 Develop simulation. group to show the progress and 0 Peer review the analysis and problem, each week . A ol feedback and im-rovement. Week 4: . Submit a final report to present and o Demonstration 34-35 Present demonstrate the findings to the lecturers . Report submission to Products9 0 Conduct self-evaluation of the work and Moodle Publicly performance, and reflection on what have learned in the project. 9. Professional Ethics10 9.1 Non-disclosure Agreement] Confidentiality Students should observe absolute confidentiality in all matters concerning a proprietary technology, strategy, organization and business practices, and/or any other matter which is defined as confidential unless permitted to disclose such information by the owner, particularly the information and technical data in the product catalogue or service manual. 9.2 Intellectual Property and Plagiarism Students must note clause 3.10 of the Student Handbook and shall not violate the VTC's Intellectual Property Policy for Students. 3 The activities shall be student centered. 9 A product may be a constructed object, proposal, presentation, solution to a problem, service, system, work of art or piece of writing, an invention, event, an improvement to an existing product, etc. 1" There are some universal ethical principles such as Confidentiality, Intellectual Property, and Plagiarism, though ethical principles may sometimes differ depending on the professions involved in the Project. General description of the said 3 ethical principles can be found from the handbook. 7/10 PBL Project Brief: (For learning the contents of 'Design a Digital Logic Circuits with Analog Input\".) Analogue and Digital Electronics (EEE3459) Plagiarism is strictly prohibited. It is an academic offence, but also being recognised as a violation of copyright law when the act of plagiarism involves others' Intellectual Property. The Student Handbook clause 3.11 \"Guiding notes on using or copying of copyright works\" and clause 7.10 "Cheating and irregularities relating to electronic / communication devices during assessment give guidance for students. 9.3 Digital Ethics References: GovH K, March 2021. Cyber Ethics. [online] Available at: [Accessed 18-04-2021 16:00] 9.3.1 Data Protection The Personal data of you and the parties involved in this project must be - Processed lawfully, fairly, and in a transparent manner - Collected for specified, explicit, and legitimate purposes - Accurate, adequate, relevant, and limited to what is necessary to fulfill the purposes for which it is processed - Kept for no longer than is necessary for the purposes for which it is processed - Processed in a way that ensures it is appropriately secure 9.3.2 Cyber Security - All computer equipment shall not be left unattended - Backup shall be performed regularly to ensure that system and data can be recovered from the disaster - Email services provided by the Council shall only be used to support the operation of the Council. The services shall not be used to perform personal activities or other illegal activities such as sending spam email - Students shall take note of the \"Terms of Use\PBL Project Brief: (For learning the contents of 'Design a Digital Logic Circuits with Analog Input\") Analogue and Digital Electronics (EEE3459) 11. Assessment Marks Distribution The assessment components and respective weightings as below: Assessment Components weig hting Demonstration and working performance It is an assessment of the work of members on the project. The following contents are suggested (but not exhaustive): Performance achieved in the project Completeness of the project Creativity of the project Testing & debugging technique of members Initiative of members on the project work Engineering skills and soft skills of the members Difficulties encounted and suggested solution / solution among members Co-ordination among members Problem solving skills of the members . Contribution of members to the oro'ect Final Regort The report should be in max. 8 pages excluding appendices. The following contents are suggested for the design report (but not exhaustive): a. A cover page including the module name, module code, project title, group no., student name, student ID and submission date b Table of content c. Project description d. Work schedule e f Tennessee Screen snapshots with brief descriptions of circuit schematics Collect sufficient data (e.g. according to the table shown below) to show that your design can implement the intended function: Provide all your simulation results (e.g. transient, AC analysis and / or DC sweep etc. with their configurations) in the report. Works Distribution (use table to present the duties of each member) Difficulties 8: Solutions (individual) Project Enhancement on the performance of your design (e.g. bandwidth, usable range etc). References The format of proposal should be generally defined as below: a. Font size :12 (for body content) b. Font Style : Times New Roman c. Line spacing : Single d Pane no. shown at the bottom of each The below table summarizes a breakdown of individual and corou assessment: Assessment cemponents Weighting GroupAssess' ment' Individual Assessment Demonstration and working 50 40 cerformance Final Report _ 100% 9/10