Bistable Flip-Flop Experiment

Bistable Flip-Flop Experiment Objectives: To study the properties and performance of cross-coupled inverting logic gates. To set up the gates in order to obtain an experience, in the same time able to understand the Bistable Flip-Flop. These circuits have been mostly replaced become a straightforward and effective design. These designs for applications including large dimension digital circuits. Although these circuits have been changed, they still have important use range, and it is necessary to understand their characteristics. This experiment state clearly that digital circuits are still be made from analogue parts. It has analogue functions correlative to current, voltages and time-varying diversification. Materials and Equipment: Built-in socket connector bread board A selection of IC devices Jumper wires and connector leads Digital multimeter with test probes Theory: Flip-Flop A standard Bistable circuit is made by simple combination of NAND gates or NOR gates. Hence, produce the required sequential circuit. Common Sequential Logic circuits: Clock Driven- Synchronized to a clock signal. Event Driven- Asynchronous. Changing state when an external event happens. Pulse Driven- Combination of Synchronous and Asynchronous. SR NAND Flip-Flop This system assembled of two inputs and two outputs. R and S inputs are representing Reset and Set. Q and are represent as outputs of the circuit. Firstly, user need to construct the inputs Set and Reset to a pair of cross coupled 2-input 7400 NAND gates in order to shape into a SR Bistable. Thus, the action of feedback may occur from each output to one of the other inputs. RST Flip-Flop The device connected and synchronized to a clock signal. The outputs are only trigger when Set (S), Reset (R), and Trigger (T) inputs are in logic 1 level. There will we un-trigger when the inputs are in logic 0 level. NAND gate M74HC00 is a high rate CMOS QUAD 2-input NAND gate. Silicon gate C2 MOS technology is applied. The internal circuit is build up by 3 stages including buffer output, which can prevent high noise and produce stable output. Task Discussion: Investigation of a Bistable Flip-Flop Theoretical Details: The consequential circuit has two stable situations, when the direct feedback cross-coupling is implemented among inverting NAND logic gates. Bistable is either of which can be choose by submission of the correct input situation. R and S inputs are representing Reset and Set. Q and are represent as outputs of the circuit. At standard running, both NAND inputs must normally be logic 1 level. The logic level of the Q and outputs will become relative. To stabilizing the two possible states, changing the R input temporarily to logic 0 level, that will create a output with logic 1 level. In the same time, the output output with logic 1 level will be applied to the S input (2nd input), which is logic 1 level. Thus, the Q output will temporarily become a logic 0 level. While both R and S inputs become logic 0 level at the same period, it is forbidden. In this state, both Q and outputs will become logic 1 level. Hence, that will override the load-back motion. The final state of the latch will not be resolved in front of time. One practical unfavorable of the RS Flip-Flop effects from the data that the outputs can change state when either or both of the logic level of inputs is change. Operation is non-simultaneous. Modifying the Bistable Flip-Flop: Creating an RST Flip-Flop Theoretical Details: It is similar in the RS NAND Flip-Flop operation. The R and S inputs are at logic 1 level. The third input (Trigger) has been added. The Q and outputs can only change states while the Trigger input is at logic 1 level. If logic level of Trigger input is 0, the R and S inputs are no effect for the outputs. In a valid operation, the R or S inputs must be logic 1 level, and the Trigger input must be logic 1 level and then logic 0 level. In the end, the selected input must be returned to logic 0 level. Investigation of a NAND gate Theoretical Details: The NAND gate is a digital gate, obtains voltages and currents at its inputs. While connect to the variable voltage supply, these may involve any value in a real circuit. For instance, since during an input changes, the output voltages may takes a non-zero time for the change to occur, so the voltages will not be accurately come up to 5V or 0V all the time. Objective: To concern the transforms and voltage levels of the output of the NAND gate to the states of the inputs. Procedure: Circuit shown in Figure 2.7 is constructed and an external variable voltage from a power supply is used. Any value from 1k? to 10k? can be taken by R1. A fixed digital voltage (0 or 5 volts) is applied to one terminal of a NAND gate. A variable voltage is applied to another terminal. Firstly, the input voltage Vin is varied up to a maximum of +5V and Vin against Vout is plotted. Thus, the logic 1 output voltage (V1) and the logic 0 input voltage (Vgo) are determined. The output unchanging for wide ranges of input voltage is noted. To found the overall behavior, the rough initial experiment is did. More reading is taken. Conclusion: All of the objectives are achieved. In this experiment we understand the theory of Bistable Flip-Flop, Standard SR NAND Flip-Flop and RST Flip-Flop. All of the properties and performance of cross-coupled inverting logic gates have been studied. Experience is obtained during the construction of the gates. In conclusion, at standard running of SR NAND Flip-Flop, both NAND inputs must normally be logic 1 level. Thus, the logic level of the Q and outputs will become relative. While both R and S inputs become logic 0 level at the same period, it is forbidden. In this state, both Q and outputs will become logic 1 level. Hence, that will override the load-back motion. The final state of the latch will not be resolved in front of time. For the operation of RST Flip-Flop, the Q and outputs can only change states while the Trigger input is at logic 1 level. If logic level of Trigger input is 0, the R and S inputs are no effect for the outputs. Hence, to obtain a valid operation the R or S inputs must be logic 1 level, and the Trigger input must be logic 1 level and then logic 0 level. In the end, the selected input must be returned to logic 0 level. References: http://www.play-hookey.com/digital/rs_nand_latch.html http://www.play-hookey.com/digital/clocked_rs_latch.html http://us.st.com/stonline/books/pdf/docs/1879.pdf http://www.electronics-tutorials.ws/sequential/seq_1.html

Aed 201 Appendix a

Axia College Material Appendix A Final Project Overview and Timeline Final Project Overview Currently, many teachers and paraprofessionals are required to create a professional portfolio as part of their pre-service education. Use Appendix A to help you create a Professional Development Plan, which is a component that can be added to your professional portfolio. In a 2,100- to 2,500-word paper composed in Microsoft © Word, include answers to the following questions: * What are your goals in the next five years? In the next 10 or more years? * What steps are necessary to get you to your goals? What obstacles can you foresee and how will you overcome them? * What is one principle from the INTASC Principles Web site (http://cte. jhu. edu/pds/resources/intasc_principles. htm) that you feel you need to improve the most in order to be effective in the education profession? What existing professional development program(s) could you pursue to address the need to improve in this area? What professional development programs can you enroll in to help you prepare to meet the diverse needs of today's learners? * How will you evaluate your progress? What will help keep you motivated toward achieving those goals? * What professional organizations will you join? Why? What do you expect to gain from membership in these organizations? * What techniques will you use to help you develop leadership skills? Final Project Timeline You should budget your time wisely and work on your project throughout the course. As outlined below, some CheckPoints, assignments, and exercises in the course are designed to assist you in creating your final project. If you complete your course activities and use the feedback provided by your instructor, you will be on the right track to complete your project successfully. * Suggested in Week One: Read Appendix A. Consider how current reforms will affect your 5- and 10-year goals. Review the INTASC Principles at http://cte. jhu. edu/pds/resources/intasc_principles. htm Suggested in Week Two: Make note of anything you’ve come across while interviewing a teaching professional that could be an area of improvement for yourself before or during your first year in the classroom. * Suggested in Week Four: Begin searching for professional educator organizations and/or programs that interest you. * Suggested in Week Five: Begin outlining and writing your final project. * Suggested in Week Eight: Complete and proofread a rough draft of your final project. * Due in Week Nine: Submit your final project.

Rhetorical Analysis of Timothy Quinns Article - 1731 Words

Rhetorical Analysis of Timothy Quinns article Coyote (Canis latrans) Food Habits in Three Urban Habitats Types of Western Washington In the book Engaging Inquiry, Judy Kirscht and Mark Schlenz detail the specifications of a scientific article. They speak about what each section should contain and what questions each section should answer. The article Coyote (Canis latrans) Food Habits in Three Urban Habitats Types of Western Washington was written by Timothy Quinn, a graduate student at the University Of Washington. Quinn follows the K and S model for writing a scientific article. Although he dose deviate from the set model by adding sections in which he feels are important and not completely addressing questions that should have†¦show more content†¦He also mentions the scientist that covered the material before him, stating the flaws in their work. MacCrakens (1982) description of the annual diet of coyotes in residential habitat was based on a small number of scats (n=97) collected during a single month. Atkinson and Shackleton (1991) described the diet of coyotes in an area that was mostly agricultur al (Quinn 89). These mentions of previous studies are meant to show the gaps in previous works that he intends to address, Additionally, none of these studies looked at the diets as a function of human density (Quinn 90). Quinn goes on to mention his objective, My objectives were to document the annual diet of coyotes in three types of urban habitats of western Washington and to qualitatively asses how coyote diets changed as a function of land use patterns and human density (Quinn 90). This statement is very clear and to the point because Quinn wants his audience to know exactly what his objective is and he dose not want his objective to be unclear. This goes to the fact that Quinn is writing this paper with the goal of earning his doctorate degree. This fact may contribute to such a clearly stated objective. Quinns introduction, as it relates to the K and S model, answers all the questions that are suppose to answer. The next section addressed by Quinn is the study area. The study area is not a section set aside by the K and S model but in

Religious Service Essay examples - 1425 Words

For my last response paper, I decided that I wanted to attend a Jewish service. Since I had missed the pre arranged field trip to go with the school, I decided that I would grab a friend, and make a day out of driving up to Park City to go to the Temple Har Shalom. We set off on our forty minute drive, and finally came upon the Temple. The temple itself was very intriguing to the eye, it was a mix of brick and what looked like maple wood, the architecture was interesting and had a very modern feel to it. The inside was beautiful, and very spacious. There were chairs set up and tables, and fire places, of course there were Israeli flags hanging from different locations. When we first got in, we first just walked around and marveled†¦show more content†¦The wall on the side of the room had slits of the same stain glass that surrounded near the front of the room where the arc resided. The Star of David and a menorah were also present on the walls. The ceiling was very int eresting; it was wood pleats and reminded me of an olden wooden sleigh. The Rabbi who was conducting the service was Rabbi Joshua Aaronson. He was a little younger than I was expecting, I would put him maybe around 35 or so. He was wearing a full length white robe with a Tallit around his shoulders, which was a more yellowish collar, and had what looked like leaves to be on it. He was also wearing a Yamaka. He greeted the congregation by saying â€Å"Shalom† which means welcome. I noticed that there was different books all around, there were prayer books, called â€Å"Siddur† which contained Hebrew, and English translations, there was also the â€Å"Chumash† which is the book that has the torah readings in it, each week a different part of the Torah is read, starting in Genesis and going through to Deuteronomy, once the torah has been read all the way through, it starts over again in Genesis. 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