Lab1_report
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Apr 3, 2024
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COEN 212
Digital Systems Design I Lab Section: EB-X Experiment #1: Introduction to the Equipment, Logic Gates, and Debugging Techniques
Lab Instructor: Alireza Esmailzehi
Date Performed: Oct 4, 2021 Date Due: Oct 18, 2021
“
I certify that this submission is my own original work and meets the Faculty’s Expectation of Originality”
Oct 13, 2021
OBJECTIVES
This experiment was performed with a goal of introducing the students to the lab equipment, familiarize students with the basic digital integrated circuits and logic gates, make the students learn how to use a solderless board to build digital logic circuits.
THEORY
The NOT, AND, OR gates are electric components which implements the Boolean NOT, AND, OR
function. The NOT gates have one input and one output, the AND gates have three inputs and one output, and the OR gates has two input and one output. The integrated circuits used for this experiment are 7404, 7411, 7408, 7432 all made by Texas Instruments. Inside of the 7404 there are six discrete 1-input NOT gate, in the 7411 there are three discrete 3-input AND gates, in the 7408 there are four discrete 2-input AND gates, finally in the 7432 there are four discrete 2-input OR gates. The schematic diagrams for part 1 and 2 were taken from the Lab Manual and
attached below respectively.
The corresponding Boolean function for part 1 is F1 = A’B’C + A’BC + ABC. The Boolean function for part 2 is F2 = A’C + BC.
Table 1 summarizes the operations of the circuit from part 1.
Table 1: Truth table for part 1
A
B
C
F1
0
0
0
0
0
0
1
1
0
1
0
0
0
1
1
1
1
0
0
0
1
0
1
0
1
1
0
0
1
1
1
1
Table 2 summarizes the operations of the circuit from part 2.
Table 2: Truth table for part 2
A
B
C
F2
0
0
0
0
0
0
1
1
0
1
0
0
0
1
1
1
1
0
0
0
1
0
1
0
1
1
0
0
1
1
1
1
The diagram below shows all the wire connections that was made after the experiment
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ANALYSIS
The experiment required the students to work with two different configurations. The first configuration had lots of wire-gate connections, meanwhile the second configuration is much simpler. Although the configurations differ from each other, the output are the same. As seen above in the two truth tables, the output for F1 and F2 are identical. Using De Morgan’s Theorems, it could be seen that the F2 function is the simplified version of the F1 function.
Proof: F1 = A’B’C + A’BC + ABC Apply the Distributive Law to get: A’C (B’ + B) + ABC
Then apply the Complement Law to get: A’C + ABC
Apply the Distributive Law again to get: C (AB + A’)
Then apply Absorption Law: C (B + A’)
Finally distribute the C to get: CB + CA’
F1 simplified = CB + CA’ = A’C + BC = F2
RESULTS
This experiment was conducted on a solderless board equipped with a Concordia University’s prototyping station that comes with LED indicators. The LED indicators were
used to verify the output. Table 1 and 2 gives the experimental results for part 1 and 2 respectively.
Table 1: Experimental Results for part 1
A
B
C
F1
0
0
0
0
0
0
1
1
0
1
0
0
0
1
1
1
1
0
0
0
1
0
1
0
1
1
0
0
1
1
1
1
Table 2: Experimental Results for part 2
A
B
C
F2
0
0
0
0
0
0
1
1
0
1
0
0
0
1
1
1
1
0
0
0
1
0
1
0
1
1
0
0
1
1
1
1
QUESTIONS
1)
Determine the Boolean functions produced by the two circuits in Figures 1.7 and 1.8. Figure 1.7: F1 = A’B’C + A’BC + ABC Figure 1.8: F2 = A’C + BC
2)
Do your experimental results agree with the analysis of the two circuits performed in the Pre- lab? Comment on any differences. My experimental results agree with the analysis of the two circuits performed in the Pre- lab. The only difference was the pin-out diagram. On the Pre-Lab, my pin-out
diagrams were vague and inaccurate, while the pin-out diagram that I’ve drawn after the experiment was more accurate and precise.
3)
Comment on the functionality of the two circuits given in Figures 1.7 and 1.8. The two circuits give the same output but the circuit in figure 1.8 is a simplified version of the circuit in Figure 1.7
4) Give the Boolean function implemented by the circuit in Figure 1.9. Mick + Keith + Ron = Stones
CONCLUSION
The experiment had successfully taught the students how to use a solderless board and demonstrated two different ways of building a logic circuit where one is a simplified version of the other.
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