EEECSE 120 Answer SheetCapstone Design Project .docx

EEE/CSE 120
Answer Sheet
Capstone Design Project
Name:__________________________
Instructor:__________________________

Class Time:________________________

Date:________________________

Task 4-1: Design of Synchronous Sequential Machines
Design #1 (Mealy machine)
: What assumptions did you make in the design of this machine?

Create a state definition table here that describes in plain English what each state in your machine means and what binary values you have assigned to represent each state.

Create tables here to display your state diagrams, state transition tables and Karnaugh maps used in your design process. (You can do this by hand if you wish.)
Cut and paste your Quartus schematic and timing diagram simulation for design #1 (Mealy machine) here:

Design #2 (Moore machine): What assumptions did you make in the design of this machine?

Create a state definition table here that describes in plain English what each state in your machine means and what binary values you have assigned to represent each state.

Create tables here to display your state diagrams, state transition tables and Karnaugh maps used in your design process. (You can do this by hand if you wish.)
Cut and paste your Quartus schematic and timing diagram simulation for design #2 (Moore machine) here:
Task 4-2: Simulate Both Designs in the Lab in Presence of the TA
Demonstrate that both of your circuits meet the completed design specification to the laboratory assistants and have the TAs apply a grade here.

Grade: 1st Design ____/15 Grade: 2nd Design____/15
Task 4-3: Determine Criteria and Weighting for Judging Your Designs
Using the guidelines in the laboratory manual, list your criteria and associated weights here:
Criteria










Weight
Task 4-4: Apply the Criteria to Pick the Best Design
Describe how you applied the criteria and weighting system in the above task to pick the best design.
Which design is better based on your criteria and weighting system?
Task 4-5: Upload One Design to the FPGA Board in the Laboratory
Demonstrate to a laboratory assistant that one of your designs works according to your completed specification.
Laboratory assistant evaluation:
Capstone Design Project: Lab Report Grade Sheet

Name:
Instructor Assessment:

Grading Criteria
Max Points
Points lost
Template


Neatness, Clarity, and Concision
5

Description of Assigned Tasks, Work Performed & Outcomes Met


Task 4-1: Design of Synchronous Sequential Machines
22

Task 4-2: Simulate Both Designs
30

Task 4-3: Determine Criteria and Weighting for Judging Your Designs
5

Task 4-4: Apply the Criteria to Pick the Best Design
8

Task 4-5: Upload One Design to the FPGA Board in the Laboratory
30

Self-Assessment Worksheet (The content of the self-assessment worksheet will not be graded. Full credit is given for including the completed worksheet.)
(2 extra points)


Points .

1. EEE/CSE 120
Answer Sheet
Capstone Design Project

Name:__________________________

Instructor:__________________________

Class Time:________________________

Date:________________________

Task 4-1: Design of Synchronous Sequential Machines
Design #1 (Mealy machine)
: What assumptions did you make in the design of this
machine?

Create a state definition table here that describes in plain
English what each state in your machine means and what binary
values you have assigned to represent each state.

Create tables here to display your state diagrams, state
transition tables and Karnaugh maps used in your design
process. (You can do this by hand if you wish.)
Cut and paste your Quartus schematic and timing diagram
simulation for design #1 (Mealy machine) here:

Design #2 (Moore machine): What assumptions did you make
in the design of this machine?

Create a state definition table here that describes in plain
English what each state in your machine means and what binary
values you have assigned to represent each state.

2. Create tables here to display your state diagrams, state
transition tables and Karnaugh maps used in your design
process. (You can do this by hand if you wish.)
Cut and paste your Quartus schematic and timing diagram
simulation for design #2 (Moore machine) here:
Task 4-2: Simulate Both Designs in the Lab in Presence of the
TA
Demonstrate that both of your circuits meet the completed
design specification to the laboratory assistants and have the
TAs apply a grade here.

Grade: 1st Design ____/15 Grade: 2nd Design____/15
Task 4-3: Determine Criteria and Weighting for Judging Your
Designs
Using the guidelines in the laboratory manual, list your criteria
and associated weights here:
Criteria










Weight
Task 4-4: Apply the Criteria to Pick the Best Design
Describe how you applied the criteria and weighting system in
the above task to pick the best design.
Which design is better based on your criteria and weighting
system?
Task 4-5: Upload One Design to the FPGA Board in the
Laboratory
Demonstrate to a laboratory assistant that one of your designs

3. works according to your completed specification.
Laboratory assistant evaluation:
Capstone Design Project: Lab Report Grade Sheet

Name:
Instructor Assessment:

Grading Criteria
Max Points
Points lost
Template


Neatness, Clarity, and Concision
5

Description of Assigned Tasks, Work Performed & Outcomes
Met


Task 4-1: Design of Synchronous Sequential Machines
22

Task 4-2: Simulate Both Designs
30

Task 4-3: Determine Criteria and Weighting for Judging Your
Designs
5

Task 4-4: Apply the Criteria to Pick the Best Design
8

Task 4-5: Upload One Design to the FPGA Board in the
Laboratory
30

4. Self-Assessment Worksheet (The content of the self-assessment
worksheet will not be graded. Full credit is given for including
the completed worksheet.)
(2 extra points)


Points Lost

Lab Score
Late Lab


Lab Score

Self-Assessment Worksheet

Put an ‘X’ in the table below indicating how strongly you agree
or disagree that the outcomes of the assigned tasks were
achieved. Use ‘5’ to indicate that you ‘strongly agree’ and ‘1’
to indicate that you ‘strongly disagree’. Use ‘NA’, Not
Applicable, when the tasks you performed did not elicit this
outcome. Credit will be given for including this worksheet with
your lab report. However, your responses will not be graded,
they are for your instructor’s information only.

Table 1: Self-Assessment of Outcomes for the Capstone Design
Project Lab.

After completing the assigned tasks and report I am able to:
5
4
3
2
1
NA

5. Use classical design techniques (i.e., state diagrams, state
transition tables, and Karnaugh Maps), to design a synchronous
sequential machine starting with a functional specification.






Make assumptions to complete an incomplete functional
specification.






Write a complete functional specification.






Build, and debug a synchronous sequential machine.






Develop reasonable engineering criteria for comparing different
designs.

6. Apply engineering criteria to select a ‘best’ design.






Write below any suggestions you have for improving this
laboratory exercise so that the stated learning outcomes are
achieved.

� Even if you have not used the design techniques taught in
class, the machine you arrive at will fall into either the Mealy
Machine or Moore machine class.




5



Instructor: Greg Springall 2018 Fall Page 1 of 7
REVISED VERSION – DATE January 19, 2019


MGMT8420 – Sustainable Development:
Yesterday, Today & Tomorrow

Instructor: Greg Springall
Email: [email protected]
2019 Winter

7. Course Group Project:
Sustainability – A Global Perspective

Instructions and Requirements
REVISED VERSION – DATE January 19, 2019

Components DUE DATE Delivery Method

Report 20%

Presentation 10%

Start of Class
Week 13

Hardcopy of report and presentation in class
Electronic copy of report and presentation

uploaded to eConestoga

Late Submissions Receive a Mark of 0

Worth 30% of final grade for this course.

Instructions:

Group Project

• Groups may be no more than 5 students (DO NOT ASK FOR
MORE IN A GROUP!).

• Self-enroll your team members in eConestoga Groups.

• Name your group as that of the organization that will be
profiled for this course project.

8. Instructions for Written Report

• Use the APA Business Report style.

• Arial 12 font

• 1” Margin all around

• Double line spacing

• 10 point spacing after paragraph

• First line indent - .5”

• Between 2500 – 3000 words

• 10 – 12 pages of written words.

• Page count does not include
images, charts, table of contents,
references, etc.)

• Include:

• Table of Contents

• APA Heading with page numbers

• References – make sure you are
doing in-line citations.

• Proper English grammar, no misspelled
words.

• Report Evaluation will include:

9. • Content (includes following
instructions)

• Style (includes using APA formatting
and grammar)





Sustainable Development Course Group Project – Instructions &
Requirements

Instructor: Greg Springall 2019 Winter Page 2 of 7
REVISED VERSION – DATE January 19, 2019

Instructions for Presentation

• Based on the main findings of your report,
your team will deliver a 10-minute
presentation in class during week 13.

• Use your time wisely.

• Presentations should make effective use of
creative materials, which may include a
Power-point presentation, video, etc.

• Presentation Evaluation will be
based on:

• Subject Matter

• Organization

• Presentation Material (includes

10. timing)

• Public Speaking

Requirements

Overview:

Sustainability has been on the radar of many forward-thinking
organizations for more
than three decades.

As we will discussed in class, some organizations pursue
sustainability because they
believe it is the right thing to do, some are motivated by cost
savings from energy efficiency
or other projects and some see it as a way to differentiate
themselves in an increasingly
competitive business environment.

Just as motivations may differ, so too may regional factors such
as culture, government,
etc. which may facilitate, constrain or otherwise shape
sustainable initiatives and actions at
any given organization.

The purpose of the course project is to get you to better
understand how regional
factors shape sustainable actions, the various types of
sustainable initiatives and actions
that organizations pursue and the future course of sustainability.

To achieve these objectives, you will profile a global
organization, ideally one that you
may be interested in working for one day. Successful
completion of the project will also

11. further develop your research critical thinking, writing and
presentation skills.

You will complete this project in groups of 4 - 5 people.

Selection of Company to Profile:

Select a global organization which operates in at least three
countries.

• You will be doing three sustainability profiles on this
company:
1. For their home country (Headquarters)
2. Country 1 where they operate
3. Country 2 where they operate





Sustainable Development Course Group Project – Instructions &
Requirements

Instructor: Greg Springall 2019 Winter Page 3 of 7
REVISED VERSION – DATE January 19, 2019

Tips for selecting a company, make sure:

• There is lots of public information available (publicly traded
companies).

• They operate in three very different countries (demographics,
government type,
culture, weather, etc).

Select your teams and company early! Each group must have a

12. unique company they
are profiling. Two groups within the same section CAN NOT
profile the same company
(even if they select different countries to consider).

First come first get! When self-enrolling your group check the
groups, who have
registered before you. If another group has already selected the
company you want, then
you will have to find another company.

Outline for Report

Executive Summary

Create an infographic that provides an informative and visually
engaging executive
summary (this should be completed as the last item after writing
your report).

You may wish to use free online software, such as Canva or
Piktochart

1.0 Introduction

A) Provide an introduction and overview of the global
organization that you are profiling.
Include items such as:

• What industry are they in?

• What do they sell?

• Are they B2B or B2C?

• Provide a brief history (yesterday), operations today, and

13. plans for the future (in
general – no need to focus on sustainability, yet!)

B) Provide a brief introduction to the concept of sustainability
within the sector/industry
that your global organization operates within. In other words,
how engaged are
other companies in this industry in sustainability?

2.0 Sustainability Profile 1 - Corporate Headquarters

Goal of section:

To identify and
examine corporate
headquarters’ (HQ)
perspective on
sustainability.

• Describe and explain factors that have motivated the
corporation to adopt a more sustainable approach to
business (i.e. the business case for sustainability)
(yesterday) – dig deeper than the corporate website!
Consider broader (macro-level) issues that may have
been taking place, etc.

• Describe and explain what types of programs and policies
the organization has adopted (today) – organize under
headings: people, profit, planet

• Describe and explain any future sustainability plans this
company has (tomorrow)

14. Sustainable Development Course Group Project – Instructions &
Requirements

Instructor: Greg Springall 2019 Winter Page 4 of 7
REVISED VERSION – DATE January 19, 2019

3.0 Sustainability Profile 2: Country A

Goal of section:

To identify and
examine
organizational - level
sustainability efforts
in a foreign country.

• Select a country in which your corporation operates within
(be sure that you select three distinct countries –
demographics, government structure, etc.)

• Describe and explain any five factors that have motivated
the organization to adopt a more sustainable approach to
business (i.e. the business case for sustainability) – be
sure to include at least two factors that differ from
corporate HQ

• Describe and explain what types of programs and policies
the organization has adopted that align with corporate HQ
and that differ from corporate HQ – organize under
headings: people, profit, planet

• Describe and explain any future sustainability plans

4.0 Sustainability Profile 3: Country B

15. Goal of section:

To identify and
examine
organizational-level
sustainability efforts
in a foreign country.

• Select another country in which your corporation operates
within (be sure that you select three distinct countries –
demographics, government structure, etc.)

• Describe and explain any five factors that have motivated
the organization to adopt a more sustainable approach to
business (i.e. the business case for sustainability) – be
sure to include at least two factors that differ from
corporate HQ

• Describe and explain what types of programs and policies
the organization has adopted that align with corporate HQ
and that differ from corporate HQ – organize under
headings: people, profit, planet

• Describe and explain any future sustainability plans

5.0 Comparison of sustainability efforts across countries

Look at the different ways the company is doing sustainability
in each country. Are the
motivators different? What are the regional factors that might
cause or explain this?

What are the similarities / differences impacting the uptake of
sustainability in each
country? Explain.

16. 6.0 Summary and Conclusions:

Provide final thoughts, directions for further research and a
summary of your findings

<-------------- End of Report Outline -------------->




Sustainable Development Course Group Project – Instructions &
Requirements

Instructor: Greg Springall 2019 Winter Page 5 of 7
REVISED VERSION – DATE January 19, 2019

Sources and Referencing

• Use at least ten reputable sources of information including
academic journals,
reports and recently published news.

• To reduce bias, do not rely on the organizations’ own
publications!

A Note on Academic Integrity

“Written or other work which a student submits in a course shall
be the product of
his/her own efforts. Plagiarism, cheating, or other forms of
academic dishonesty are
prohibited. Cheating means the misrepresentation by the student
of his/her performance in
a college setting” (Conestoga College, 2018).

For more information on this policy, please go to the Academic

17. Integrity Website at
http://lib.conestogac.on.ca/academic-integrity

Or come speak with me.

To avoid plagiarism, be sure to cite your sources using the APA
style. Should you
require further information and/or assistance using the APA
style guide, please visit the
Learning Commons, the Library in person or online at APA @
Conestoga. Failure to cite
your sources is considered a violation of academic integrity and
will not be tolerated by the
College.

Project Management

Project Management of this assignment will involve the
following elements:

• Signing and handing in the Project Team Contract.

• Completing the Project Plan for this project.

• Completing regular update to the Project Log Book.

• Completion of the Peer Evaluation related to this Project.



http://lib.conestogac.on.ca/academic-integrity


Instructor: Greg Springall 2018 Fall Page 6 of 7
REVISED VERSION – DATE January 19, 2019

18. Marking
...............................................................................................
................................. 30 Points Total

Report Evaluation:
.................................................................. Max 20 Points

• Content ..................................................................... 10

• Project Management ................................................... 6

• Style ........................................................................... 4

Element Unacceptable Needs
Improvement

Meets
Expectations

Exceeds
Expectations

Scoring 0 – 5 Points 6 – 10 Points 11 – 14 Points 15 – 16 Points

Content (10) • Subject matter has been
examined with little
evidence of systems
thinking

• Connections with some
relevant course materials

• Weak use of sustainability
terminology

• Lacks critical thinking

19. • Some reputable sources

accessed

• Subject matter has been
examined with little
evidence of systems
thinking

• Connections with some
relevant course materials

• Use of sustainability
terminology

• Demonstrates minimal
critical thinking

• Some reputable sources
accessed

• Comprehensive account of
the subject matter –
demonstrates use of
systems thinking

• Thoughtful connections with
some relevant course
materials

• Solid use of sustainability
terminology

• Demonstrates evidence of
critical thinking

20. • Range of reputable sources
accessed

• Comprehensive account of
the subject matter –
demonstrates use of
systems thinking

• Thoughtful connections with
relevant course materials

• Proficient use of
sustainability terminology

• Demonstrates high-level
critical thinking

• Range of reputable sources
accessed

Element Unacceptable Needs
Improvement

Meets
Expectations

Scoring 0 – 2 Points 3 - 4 Points 5 - 6Points

Project
Management
(6)

• There are serious weaknesses or
missing elements in the Project
Management of the Project.

21. • Not all Project Management
requirements were completed or were
not completed to a Professional Level

• All Project Management requirements
completed fully and in a professional
manner

Scoring 0 – 1 Points 2 – 3 Points 4 Points

Style (4) • The report contains many spelling or
punctuation errors, which makes the
writing difficult to understand

• The report is not organized or clear.

• Lacks citations and/or a references
(automatic 0%)

• Spelling and punctuation errors do not
significantly affect the communication
of ideas

• The report is organized and clear

• Minor issues with citations and/or
references

• The report is nearly free of spelling and
punctuation errors

• The report is well organized, logical
and clear.

• All citations are complete along with
references

22. Sustainable Development Course Group Project – Instructions &
Requirements

Instructor: Greg Springall 2019 Winter Page 7 of 7

Presentation Evaluation: ........................................................
Max 10 Points

• Subject Matter ............................................................ 2

• Organization ............................................................... 2

• Presentation Material .................................................. 2

• Public Speaking .......................................................... 2

• Timing ......................................................................... 2


Scoring
Element

0 Points
Unacceptable

1 Points
Needs Improvement

1.5 Points
Meets Expectations

23. 2 Points
Exceeds Expectations

Subject Matter (2)

• Articulated some details

• Demonstrates some
knowledge of sustainability
(via language &
applications)

• Demonstrates no critical
analysis / interpretation

• Articulated details

• Demonstrates some
knowledge of sustainability
(via language &
applications)

• Demonstrates little critical
analysis / interpretation

• Clearly articulated details

• Demonstrates knowledge
of sustainability (via
language & applications)

• Demonstrates critical
analysis / interpretation

• Clearly articulated details

24. • Demonstrates proficiency
in sustainability (via
language & applications)

• Demonstrates high-level
critical analysis /
interpretation

Organization (2)

• Materials are not
presented in a logical
sequence

• Presentation is not read

• Materials are presented in
somewhat of a logical
sequence

• Presentation is loaded on
the podium prior

• Materials are presented in
a logical sequence

• Presentation is loaded on
the podium prior and ready
to deliver

• Materials are presented in
a logical sequence

• Presentation is loaded on
the podium prior and ready
to deliver

25. Presentation
Material (2)

• Ineffective use of material

• Lack of learning and
engagement

• Basic use of materials that
promote limited student
learning and engagement

• Creative and effective use
of materials that promote
student learning and a
degree of engagement

• Creative and effective use
of materials that promote
student learning and
engagement

Public Speaking (2)

• Communicates ideas with
major issues with
appropriate tone and pace

• Attempts to answer
questions

• Communicates ideas with
minor issues with
appropriate tone and pace

26. • Attempts to answer
questions

• Clearly communicates
ideas with appropriate tone
and pace

• Answers questions with
appropriately

• Clearly communicates
ideas with appropriate tone
and pace

• Answers questions with
appropriately

Timing (2)
• Presentation time was

more than 2 minutes
outside of time limit.

• Presentation was between
1 and 2 minutes of time
limit.

• Presentation was between
30 seconds and 1 minutes
of time limit.

• Presentation was ± 30
seconds of time limit.

27. 1

CSE/EEE 120 Capstone Design Project Spring 2019


Project Summary

A car seat is designed to ensure that a parent does not forget a
sleeping child in the back of their

car. There are two sensors in the car seat. The first one is
located directly under the child. The

purpose of this sensor is to detect if the seat is being occupied
by a child. The other sensor

detects if a fob key is 10 meters away from the seat. If the key
is over 10 meters away, the sensor

will give a high reading. If the key is less than 10 meters away,
the key will give a low reading.

There are two outputs to this machine. The first is a notification
that is sent to the parent if the

child is left in the car, and the second is a cooling system that
turns on if the child remains in the

car while the parent is away.

If the child is in the seat and the parent walks away with
the fob key, then the circuit will

28. move into a first violation state and a notification will be sent
to the parent. If this same reading

is made on the next clock cycle, then the machine will move
into a second violation state and

another notification will be sent. If this happens again the
machine will move toward an

emergency state where both the cooling system is turned on and
the notification is sent. In this

emergency state, the cooling system will only be turned off if
the child is removed from the seat.

However, if a parent approaches a car, within 10 meters, while
in the emergency state the

machine will not send a notification, but it will keep the cooling
system on.

Assumption: The inputs are clocked every minute.

Be sure to use the debounced pushbuttons for driving the clock
input to the flip-flops in

your hardware design.

All information to complete this design may not be specified.
Write down and report any

assumptions that you make in your design.


Deliverables

29. • You are to design TWO finite-state synchronous machines,
one being a Moore design and

the other being a Mealy design. Depending on the application
you have to decide whether

you have to synchronize the outputs of the Mealy machine or
not. You can use D flip

flops or J-K flip flops for your designs. Mixing different types
of flip flops with different

trigger edge sensitivity is possible but not recommended. Note
that two designs which

differ by only the type of flip flop (e.g., J-K vs. D) or number
of states (i.e., changing the

type of FF or inserting more unnecessary states) is not
considered conceptually different.

• Second, you will need to upload ONE design on to the Terasic
DE10-Lite FPGA board.

You are responsible for picking the pin assignments, but you
should be able to

demonstrate that all states are being reached and that all input
conditions are properly

handled by the hardware design.

You will need to sign up for a demonstration time slot during
your regular lab time at

which you will demonstrate both of your designs in simulation

30. and one design on hardware

to the TA on duty in GWC 273.







2

Checklist

• First, you will need to implement and simulate BOTH designs
using Quartus.

• You must have your report template completed and bring a
paper printout with you

to your in-lab demonstration. You cannot print the report in the
GWC 273 lab!

• Your lab report template needs to have your Quartus circuits
and timing diagrams

pasted in.

• You have to demonstrate a working timing diagram simulation
for BOTH designs

during your in-lab demonstration You may demo this by either
(1) opening your file

using the computer in the lab or (2) asking the TA to test your
circuit on your laptop.

31. You must have your design simulation working before asking
the TA to test it because

you will be given only one chance to prove that it works. You
must also be able to

defend your design; the TA will be asking questions to make
sure that your design is

your own original work.

• Upon completion of your simulation demonstration, the TA
will apply a grade to the

simulation portion of your report template.

• Second, you will need to be able to upload ONE design on to
the Terasic DE10-Lite

FPGA board. You can use any part that you have available, J-K
or D flip flops.

• The TA will test your hardware implementation, apply a grade
to your hardware

portion and stamp the design pages of your completed report
template. You must be able

to explain why your circuit responds the way it does to a given
input data stream.

• Your completed report template will be collected by the TA at
the conclusion of

your demonstration.

32. Lab project make-ups will ONLY be allowed with written
permission from your instructor.

You may discuss this project with each other; however, you
must provide an individual report.

In addition:

(1) You must individually to demonstrate your simulation of
both designs AND

(2) You must individually implement one circuit on the FPGA
board in order to have your

individual report count.


Grading Policy


The grade will be allocated as follows:

30% Design Simulation With Quartus/Modelsim

• 15% for the design of the first circuit and demonstration.

• 15% for the design of the second circuit and demonstration.

70% Build One Design in the Lab on Hardware and Lab Report

• 30% demonstration of one design on the hardware in the lab.

• 11% for documentation in the report of how the first circuit
performs the application.

33. • 11% for documentation in the report of how the second circuit
performs the application.

• 5% for establishing reasonable criteria for picking one design
as the “best” design. (The

one design you build in the hardware lab does not need to be the
“best” design.)

• 8% for picking a preferred, “best” design.

• 5% for following template guidelines.

2% (Extra Credit) Completed Self-Assessment Worksheet



3



Helpful Hints for the Capstone Project Lab

Assumptions

1. The benefit of the assumptions task is for you to tell the
grader: "These are the limitations

of the machine that I am going to build".

2. Assumptions list is like a "Users' Manual" of how to operate
the machine that you built. It

should be given to the user to let them know the DO's and
DONT's.

34. 3. A good designing engineer should take all possible input
combinations into consideration

rather than assuming some of them will not happen. Do not
assume that an input

combination (for example the input 01) will not happen at any
state. All input

combinations need to be taken into consideration while writing
your state diagram.

However, if there is some input combination that is meaningless
at a particular state, then

mention this in your assumptions and justify it.

4. While filling in the assumptions section, always remember
that it is up to you to assume

what you want as long as it will make common sense.

5. We don't want a large list of assumptions. 2-3 assumptions
are enough.

6. You don't have to list the assumptions before finishing your
design. You might need to

modify it while designing your machine. That is the nature of
any design process.

7. Your assumptions for Design 2 could be the same as those for
Design 1, but don't have to.

8. Answers to (some) the following questions might be good
candidates to be your

35. assumptions:

a. Does your machine need/use an asynchronous reset?

b. What should the state of the system be before the parent
places a child in the seat?

If during previous use of the car that happened a couple of days
ago the system

detected a single violation, does the user need to do anything to
reset the system?

c. What if the preceding use has put the seat in a "permanent
shut down” state?

What should the user do before using the car seat again?


Check List

1. First step is to define the inputs and outputs of your design,
as well as the values that each

input and output might take.

2. Make sure you have included your assumptions for your
project.

3. Make sure your state diagram is complete: no missing
arrows/states/inputs/outputs.

4. Make sure your state diagram is readable: Which value
mentioned on the arrow

36. corresponds to which input.

5. Make sure to use a synchronization flip flop at the output of
the Mealy machine. We will

not penalize if you don't have it, but if you test your circuit
without it, you need to know

how to verify your circuit is working. It needs some experience.

6. In task 4-5, the clocks of the flip flops need to be connected
to a “Pushbutton”. Some

students connect them to a manual switch. If you have a manual
switch, don't use it to

feed the clock. Remember that the pushbuttons output a logic
one when not pushed

down!

7. If your system has more than one input, which one is what
(on your state diagram)? (Also

don't forget to name your input switches in your Quartus files.
Graders might consider

your Quartus files not working if you did not label your input
switches: CLOCK,

Reset....etc.).



4

37. 8. When filling in the column of the output in the Moore
transition table, you need to look at

the present state not at the next state because in a Moore state
transition table, the output

depends on the present state and not the next state. Thus, if you
found your output

changes with the change in the input when you simulate your
Moore circuit, then you

have probably missed this fact.

9. Any state diagram should be complete: Each state has to have
2n arrows coming out of it,

where n is the number of inputs to the system. This is the case
for both the Mealy and the

Moore machine.

10. Don't forget to connect the PRE' and the CLR' of your chips
to the Vcc while you build

your schematic.

11. Do not build the FFs from scratch when simulating your
design on Quartus. Use the FFs

built-in already in Quartus. They are found under the
“Primitives -> Storage” folder in the

Quartus software.

38. Tasks 4-3 and 4-4

In Task 4-5 you will be asked to build one of these two designs
on hardware, so you need to

choose one of them to build. Which one will you choose?
Answering Tasks 4-3 and 4-4 will

answer this question for you. In these tasks you have to think
about some criteria upon which you

decide which design to build. These criteria differ from a
student to the other. It may include (but

is not limited to):

1- Number of gates

2- Number of chips

3- Number of wires (tedious to count)

4- Your understanding to the machine

5- Is it working?

6- Amount of time needed to build it on Hardware.

You need to give a weight to each criteria based on how
important you think this criteria is (for

example: I care about the cost more than I care about the time
needed to implement the system,

so I will give criteria 1 more weight than criteria 6). The sum of
weights should add up to 100.

39. Then start dividing this weights among the Moore and the
Mealy. So for example my weights

are:

1- 60 ----> (out of the 60, I will assign 40 points for the first
design and only 20 for the

second since the second requires more gates).

2- 10 ----> (7 and 3)

3- 0

4- 20----> (5 and 15)

5- 0

6- 10

Then you add the weights for the 1st design and compare them
with the sum of the weights for

the 2nd. The design giving you higher aggregate weight wins.
Note that you don't have to use all

these criterion (this is why some of them have 0 weights
indicating that I don't care about these

criterion). So it's up to you what to choose. Feel free to add
more criteria that you care about. The

weights do not have to be numerical, although numerical
weights will allow you to arrive at a

40. quantitative answer. If you want to arrive at a qualitative
judgment, you might choose a

weighting system such as ‘very important’, ‘important’, or
‘somewhat important’. Answer these

tasks using a table whenever possible.






5


Guidelines

Read the following guidelines to get the most out of this
project.

1. DO NOT submit a project other than the one assigned. If you
happen to know what

project we assigned to students in previous semesters, DO NOT
submit their project. This

is considered an academic integrity violation that will NOT be
tolerated.

2. Your design has to be synchronous which means that all
clocks of all FFs have to be

connected to a single switch. This switch should not be
connected to anything else.

41. Asynchronous designs will not be accepted.

3. Start ASAP because, unlike previous labs, the project doesn't
have step by step procedure.

It comes based on your understanding to the topic of “Design of
Moore and Mealy

Machines”.

4. You will need 5-variable K-maps to finish this project
completely. Contact your

instructor if you don’t know how to use them.

5. Although we allow and encourage cooperation and
discussions, inside or outside the

Piazza discussion board, we will not tolerate copying or sharing
answers. Even if there

might be some similarities between your design and the designs
of your peers, your

solution has to be written by yourself in your own way of
presenting it. Ideas allowing

you to understand the project can be shared, solutions cannot.

6. If you scanned/photo’d your handwriting to include it in your
report, make sure the

scanned version is clean and the grader can read it easily.

7. If your design is not working in simulation, make sure to
include in your report what the

42. problem is (i.e. how it is working), and what solutions you
advice yourself to do if you

had more time to spend on the project. The same goes for the
hardware task. Please note

that there are not many points dedicated to a working simulation
as there are points for

your correct explanations and showing how much you
understand what you are doing.

The grader will deduct points depending on how much they see
you have accomplished in

this project. A working design is not the main goal of the
project (although it is

important), a deep understanding of the system is.

8. Make sure you have included two designs in your report. We
always ask students NOT to

just add hardware to one of the designs to make it look
different. Rather we ask them to

start from scratch and make use of the systematic procedure that
we teach them in class to

build the second design.

9. Building one Mealy and one Moore machines yields a
conceptually different design. This

is what most of the students do and what we encourage them to

43. do.

10. Although you will implement two designs in Quartus, only
implement one design on the

hardware board (Task 4-5)