Digital Technology (5 ECTS)

Objective

After completion of the course, the student
• understands the principles and design techniques of combinational logic circuits
• is able to design and analyse combinational circuits, including multiplexers, decoders, and adders and demonstrate proficiency in simplifying and optimising complex combinational circuits
• understands the concepts of latches and flip-flops in sequential logic and is able to design and analyse sequential circuits using various types of flip-flops
• is able to design and implement synchronous and asynchronous counters for different applications and to analyse and construct shift registers and understand their role in data storage and manipulation
• comprehends the operation and significance of sequential logic components, including State Transition Machines (STMs), adders, and Arithmetic Logic Units (ALUs)
• becomes familiar with various microcontroller architectures and their core components.

Content

• Karnaugh map
• Combinational circuits
• Latches and flip-flops
• Counters and shift registers
• Sequential logic (STM's, Adders, ALU)
• Introduction to microcontroller architectures

Location and time

First period, autumn 2025 in Myyrmäki campus.

Materials

Lecture notes. Additionally some books TBD later.

Teaching methods

Lectures, exams, laboratory assignments, homework, design projects(s).

Employer connections

NA

Exam schedules

The assessment is based on multiple tasks (exams, labs). Students may take the exams later if they're absent for a good reason. Since it's not required to pass individual tasks separately, no resits will be arranged to improve the exam points.

International connections

NA

Completion alternatives

NA

Student workload

133 hrs in total, of which 65% is self-study with lesson refresh, homework and study for mid-term exams.
4 hours of lectures and 3 hours of labs per week

Content scheduling

All relevant topics covered in the first autumn period.

Further information

In order to pass the course, each student has to collect min 21 points

Evaluation scale

0-5

Assessment criteria, satisfactory (1)

The student
• has achieved the objectives of the course to a satisfactory level
• is able to identify, define and use concepts and models in the subject area of the course
• understands the conditions and principles of the development of expertise
• has completed the learning tasks required for the course to the minimum standard
• has developed their competences in such a way that they will be able to complete their future professional studies and eventually work in the field.

Assessment criteria, good (3)

The student
• has achieved the objectives of the course well, although there are still areas where knowledge and skills need to be improved
• has completed the learning tasks of the course at a satisfactory or good level
• has a good understanding of the concepts and models of the subject matter of the course and is able to carry out a reasoned analysis
• is able to apply what they have learned in learning and working situations
• understands the importance of expertise in the field and is able to analyse their own expertise.

Assessment criteria, excellent (5)

The student
• has achieved the objectives of the course with excellent marks
• has completed the learning tasks of the course at a good or excellent level
• has an excellent command of the concepts and models of the subject matter of the course
• is able to analyse clearly and reasonably and propose practical development measures
• has a good ability to apply what they have learned in learning and working situations
• is able to analyse their expertise in their field and their own development towards expertise.

Assessment methods and criteria

Maximum 50 points from different tasks (exams, HW, labs, etc.).
Points=>Grade
0-20 => Fail
21 - 26 => 1
27 - 32 => 2
33 - 38 => 3
39 - 44 => 4
45 - 50 => 5
There is a separate assignment in OMA for course feedback "Did you give course feedback - Yes or No?"
2 extra points for giving the feedback and answering the question 'Yes'