FUNDAMENTALSOF LOGICDESIGN,

Solutions Manual For

FUNDAMENTALS OF  LOGIC DESIGN,

7

TH EDITION 

CHARLES H. ROTH, JR. 

LARRY L. KINNEY

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1 © 2014 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

I: INTRODUCTION

The text, Fundamentals of Logic Design,7th edition, has been designed so that it can be used either for a standard lecture course or for a self-paced course. The text is divided into 20 study units in such a way that the average study time for each unit is about the same.The units have undergone extensive class testing in a self-paced environment and have been revised based on student feedback. The study guides and text material are sufficient to allow almost all students to achieve mastery of all of the objectives. For example, the material on Boolean algebra and algebraic simplification is 2½ units because students found this topic difficult. There is a separate unit on going from problem statements to state graphs because this topic is difficult for many students.The textbook contains answers for all of the problems that are assigned in the study guides. This Instructor’s Manual contains complete solutions to these problems. Solutions to the remaining homework problems as well as all design and simulation exercises are also included in this manual. In the solutions section of this manual, the abbreviation FLD stands for Fundamentals of Logic Design (7th ed.).Information on the self-paced course as previously taught at the University of Texas using an earlier edition of the textbook is available from Prof. Charles H. Roth, croth@ austin.rr.com. In addition to the textbook and study guides, teaching a self-paced course requires that a set of tests be prepared for each study unit. This manual contains a sample test for each unit.

1.1 Using the Text in a Lecture Course Even though the text was developed in a self-paced environment, the text is well suited for use in a standard lecture course. Since the format of the text differs somewhat from a conventional text, a few suggestions for using the text in a lecture course may be appropriate. Except for the inclusion of objectives and study guides, the units in the text differ very little from chapters in a standard textbook. The study guides contain very basic questions, while the problems at the end of each unit are of a more comprehensive nature.For this reason, we suggest that specific study guide questions be assigned for students to work through on their own before working out homework problems selected from those at the end of the unit. The unit tests given in Part IV of this manual provide a convenient source of additional homework assignments or a source of quiz problems. The text contains many examples that are completely worked out with detailed step-by-step explanations.Discussion of these detailed examples in lecture may not be necessary if the students study them on their own. The lecture time is probably better spent discussing general principles and applications as well as providing help with some of the more difficult topics. Since all of the units have study guides, it would be possible to assign some of the easier topics for self-study and devote the lectures to the more difficult topics.At the University of Texas a class composed largely of Electrical Engineering and Computer Science sophomores and juniors covers 18 units (all units except 6 and 19) of the text in one semester. Units 8, 10, 12, 16, 17, and 20 contain design problems that are suitable for simulation and lab exercises. The design problems help tie together and review the material from a number of preceding units. Units 10, 17, and 20 introduce the VHDL 2 / 4

2 © 2014 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.hardware description language. These units may be omitted if desired since no other units depend on them.

1.2 Some Remarks About the Text In this text, students are taught how to use Boolean algebra effectively, in contrast with many texts that present Boolean algebra and a few examples of its application and then leave it to the student to figure out how to use it effectively. For example, use of the theorem x + yz = (x + y) (x + z) in factoring and multiplying out expressions is taught explicitly, and detailed guidelines are given for algebraic simplification.Sequential circuits are given proper emphasis, with over half of the text devoted to this subject. The pedagogical strategy the text uses in teaching sequential circuits has proven to be very effective. The concepts of state, next state, etc. are first introduced for individual flip-flops, next for counters, then for sequential circuits with inputs, and finally for more abstract sequential circuit models. The use of timing charts, a subject neglected by many texts, is taught both because it is a practical tool widely used by logic design engineers and because it aids in the understanding of sequential circuit behavior.The most important and often most difficult part of sequential circuit design is formulating the state table or graph from the problem statement, but most texts devote only a few paragraphs to this subject because there is no algorithm. This text devotes a full unit to the subject, presents guidelines for deriving state tables and graphs, and provides programmed exercises that help the student learn this material. Most of the material in the text is treated in a fairly conventional

manner with the following exceptions:

(1) The diagonal form of the 5-variable Karnaugh map is introduced in Unit 5. (We find that students make fewer mistakes when using the diagonal form of 5-­variable map in comparison with the side-by-side form.) Unit 5 also presents a simple algorithm for finding all essential prime implicants from a Karnaugh map.(2) Both the state graph approach (Unit 18) and the SM chart approach (Unit 19) for designing sequential control circuits are presented.(3) The introduction to the VHDL hardware description language in Units 10, 17, and 20 emphasizes the relation between the VHDL code and the actual hardware.

1.3 Using the Text in a Self-Paced Course This section introduces the personalized system of self-paced instruction (PSI) and offers suggestions for using the text in a self-paced course. PSI (Personalized System of Instruction) is one of the most popular and successful systems used for self-paced instruction. The essential features of the PSI method are (a) Students are permitted to pace themselves through the course at a rate commensurate with their ability and available time.(b) A student must demonstrate mastery of each study unit before going onto the next.(c) The written word is stressed; lectures, if used, are only for motivation and not for transmission of critical information.(d) Use of proctors permits repeated testing, immediate scoring, and significant personal interaction with the students.These factors work together to motivate students toward a high level of achievement in a well- 3 / 4

3 © 2014 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.designed PSI course.The PSI method of instruction and its implementation are described in detail in the following

references:

• Keller, Fred S. and J. Gilmour Sherman, The Keller Plan Handbook, W. A. Benjamin, Inc.,

1974.

• Sherman, J.G., ed., Personalized System of Instruction: 41 Germinal Papers, W. A.

Benjamin, Inc., 1974.

• Roth, C. H., The Personalized System of Instruction – 1962 to 1998, presented at the 1999

ASEE Annual Conference. (Go to http://search.asee.org and search under Conference Papers for “The Personalized System of Instruction”.) Results of applying PSI to a first course in logic design of digital systems are described in Roth, C.H., Continuing Effectiveness of Personalized Self-Paced Instruction in Digital Systems Engineering, Engineering Education, Vol. 63, No. 6, March 1973.The instructor in charge of a self-paced course will serve as course manager in addition to his role in the classroom. For a small class, he may spend a good part of his time acting as proctor in the classroom, but as class size increases he will have to devote more of his time to supervision of course activities and less time to individual interaction with students. In his managerial role, the instructor is responsible for organizing the course, selection and training of proctors, supervision of proctors, and monitoring of student progress. The proctors play an important role in the success of a self-paced course, and therefore their selection, training, and supervision is very important.After an initial session to discuss proper ways of grading readiness tests and interacting with students, weekly proctor meetings to discuss course procedures and problems may be appropriate.A progress chart showing the units completed by each student is very helpful in monitoring student progress through the course. The instructor may wish to have individual conferences with students who fall too far behind. The instructor needs to be available in the classroom to answer individual student questions and to assist with grading of readiness tests as needed. He should make a special point to speak with the weak or slow students and give them a word of encouragement. From time to time he may need to settle differences which arise between proctors and students.Various strategies for organizing a PSI course are described in the Keller Plan Handbook. The procedures previously used for operating the self-paced digital logic course at the University of Texas are described in “Unit 0”, which is available from Prof. Charles H.Roth, [email protected]. At the first class meeting, we handed out a copy of Unit 0. The students were asked to read through Unit 0 and take a short test on the course procedures.This test was immediately evaluated so that the student could complete Unit 0 before the end of the first class period. In this way, the student was exposed to the basic way the course operated and was ready to proceed immediately with Unit 1 in the textbook.During a typical class period, some of the students spent their time studying but most of the students came prepared to take a unit test. At the beginning of the period, the instructor or a proctor was available to answer student questions on an individual basis. Later in the

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