UNIVERSIDAD POLITCNICA DE AGUASCALIENTES INGENIERA MECATRNICA

EVALUACIN DE REPORTES DE LABORATORIO LISTA DE COTEJO

DATOS GENERALES DEL PROCESO DE EVALUACIN
STUDENT NAME: PRODUCT: SUBJECT: TEACHERS NAME: M.C. Vctor Enrique Gmez del Villar SESION: STUDENT ID: STUDENT SIGNATURE: DATE: SUBJECT ID: TEACHERS SIGNATURE:

INSTRUCTIONS
Review the demand activities and mark with Y when the evidence is achived, other else N. On the observations indicate the main points that can be improved by the student in order to achieve a success evidence

ACHIVED Code Characteristic to achieve Y Presentation 10%. The report has the following: a. b. c. Good presentation. Correct spelling. Manage appropriate technical language N
OBSERVATIONS

Introduction and Objective 10%. The introduction and the objective have a clear idea of the report content. Theoretical basis 15%. Presents an overview of the theme and it is based with references. Development 15%. Follows a methodology and supports all steps were performed. Results 10%. Fully complied with the expected target Conclusions 10%. Should be clear and consistent to the objective Responsibility 15%. Deliver the report in the deadline indicated Choice equipment 5%. The student chose the right equipment Security 5%. Work with safety precautions Interrogation 5%. Responds correctly to the questions. SCORE:

Practice Report Adder and Codec

Brian Natanael Bez Morales; Manuel Alejandro Anguiano Rivera; Raymundo Cruz Salas; Luis Enrique Pichardo Torres Ing. Mechatronics 3A

I.INTRODUCTION In this practice we would see two new devices that we have seen in class, one of them is the adder, this little device is like the gates we have seen before, but the difference is that the adder can do operations that in this case as his name says are adding two values that are given in binary code. The other device we are talking about is the decoder or codec, this one has an internal process that converts the signals of the result of the adding or any operation and it is converted to a signal that is passed to a display, in the display it would appear as a number as we know it in decimal way. Until now we have seen the way to operate with just one display but we can also work with two or more in order to express greater values. We would use in this practice the display, a simple device that has seven internal LEDs that turn on or turn off in order to show a value for the user, normally the value is in a decimal code in order to be understood by the people that is using it. II. OBJECTIVE To learn how to use these new devices in order to understand how to operate them so we can express values in the display that also is a device that we would use by the first time on the course of Digital Electronics. Also to know how to connect these new devices in the protoboard with the help of the datasheets in order to connect them correctly; some of the devices as the display have a configuration of pins that it must be checked so the number that appear on the display is accorded to the result of the operation.

III. THEORETICAL SUPPORT A. NOT gate A NOT gate is also called an inverter. A NOT gate, or inverter, is an unusual gate. The NOT gate has only one input and one output.

Figure 1. The NOT gate

Also the device that performs the NOT operation.

Figure 2. The SN74SL04

B. XOR gate The exclusive-OR gate is referred to as the any but not all gate. The exclusive-OR term is often shortened to read as XOR.

Figure 3. The XOR gate

The XOR gate could be referred to as an odd-bits check circuit. Also the device that performs the XOR operation.

This kind of circuit came into a simple chip that is like the ones that have been seen before.

Figure 4. The DM7486

C. Adder This circuit has the task of add numbers in order to show a result, this circuit could be used in a simple adding; also it can be used on a subtraction, this is because when the subtraction in a binary code, its made the component which is the adding of the number above and the complement of the number below. D. Decoder

Figure 7. The adder

This kind of circuits have a simple task as it was seen in class, to decode the binary number into a serial of high logic level and low logic level that makes turn on or turn off the display in order to show a number that is expected.

Figure 5. The adder diagram

This circuit can take a four bit number which is represented with zeros and ones, the adder have a simple internal behavior that in the last remaining it could have a carriage that its represented with a zero for negative results or a one in the case that it is a positive result.

Figure 8. The decoder

There are some kind of decoders, this is depending the kind of display is wanted to be used, it could be an anode display that works with voltage or it can be a cathode that has to be grounded and not connected to a source. In the figure above, it can be seen that the model is a 7447 that works with anode, but it has the same function as a cathode. But also it has the cases for a cathode which works with the ones and not with the zeros that is the main differences between the anodes and cathodes.

Figure 6. Internal behavior of the adder

For its connection, it has a simple way in order to have an easier work with this dispositive.

Figure 9. The decoder chip Figure 13. The connection of a display

E. Display It is a simple dispositive that has a specific function, to light on when theres a decoded number in order to show a number in decimal code.

IV. DEVELOPMENT For the practice it was used the simulation program Multisim and also they were made in physical so we can see what were the real results of the program. In this practice it was only made the adder and the subtraction circuit.

Figure 10. The display

As it was mentioned before, the display can show us the numbers from 0 to 9, but also it can show us the numbers 10 to 14, the number LEDs off.

Figure 14. The adder simulation

Figure 11. The decimal code in a display

This adder works with numbers from 0 to 15, but as it is a simple display and we havent seen the way to put two displays together, the adding would be with numbers that doesnt give a larger number than 15. The adder was made with one adder (7483) and one decoder (7447) in the case of the simulation, for the physical circuit it was used the 7448 that works with cathodes. In this case we would put a adding between 5 and 6 and with would give us an 11 that we must compare with the images that has the representation of 11 in a display.

Figure 12. The hexadecimal code in a display

For the result of this circuit we can observe that the result we were expecting was accomplished. V.CONCLUSIONS This kind of circuits shows us that we can do operations with the help of the circuits in order to know if it is the real result of the operation. The adder its a very helpful tool that make the additions by itself so is interesting how does this circuit works, as we mentioned in the practice, the adder can develop two kinds of operations, a simple adding and the adding that represents the complement operation of a subtraction, so we know that is a device that help in many ways of operations. It is also mentioned that we needed the datasheets of each of the new devices we used on this practice because we have some problems at the moment we connect them in the protoboard, some of the pins in the adder are mixed and they are not ordered as we were expecting as we saw in the Multisim, also with the display, because as the image that shows the pins of this device, the f pin and the g pin are switched of positions as we thought they were in order according to a clock wise observation.

Figure 15. Test of the adder

As we can see the number 5 (0101) plus the number 6(0110) and it gave us the number 11, so we can get to the conclusion that this circuit works. For the case of the subtraction, this circuit works for the two cases, when the number above is greater than the number below and vice versa. For this circuit it was used a NOT gate, a XOR gate, two adders (7483) and one decoder (7447).

VI. BIBLIOGRAPHY Tokheim, R (1994). Digital Principles. 3rd Edition. McGraw-Hill: U.S.A. Pages: 147-149.
Figure 16. The subtraction simulation

Also for this circuit we have to make a test in order to know if it works correctly. For this case we would use the 12 (1100) minus 7 (0111) that has to give us as a result of 5 with a carriage 1.

Morris, M (1979). Digital Logic and Computer Design. 2nd Ed. Pearson Education: U.S.A. Pages: 154-168. Kumar, V (2002). Digital Electronics: Theory and Experiments. New Age International: Delhi. Pages: 114-123.

Figure 17. Test of the subtraction