A Laboratory Manual

For

Digital Electronics
(BTETC-303/BTETL-306)

Second Year B.Tech.

Semester – III
(PROFESSIONAL CORE COURSE - PCC)

SANJAY GHODAWAT INSTITUTE

(Approved by A.I.C.T.E. New Delhi, and Recognized by DTE Mumbai, Govt. of Maharashtra
Affiliated to Dr. Babasaheb Ambedkar Technological University Lonere, Raigad)

Academic Year 2024-25

 SANJAY GHODAWAT INSTITUTE
(Approved by A.I.C.T.E. New Delhi, and Recognized by DTE Mumbai, Govt. of Maharashtra
Affiliated to Dr. Babasaheb Ambedkar Technological University Lonere, Raigad)

Certificate

This is to certify that Mr. / Ms. ……………………………………………………..

of SE – Div (….) Roll No. …… of Third semester of B.Tech. (Degree) in
…………………………………………………………………………. of Sanjay
Ghodawat Institute (Code-6811) has completed the Practical – Continuous
Assessment satisfactorily in the course Digital Electronics (BTETC-303/
BTETL-306) as prescribed by Dr. Babasaheb Ambedkar Technological
University, Lonere (DBATU) in the academic Year 2024 to 2025.

Place: …………… PRN No: …………………..

Date: ……………. Exam Seat No: …………….

Subject Teacher Head of Department Director

 Digital Electronics (BTETC 303/ BTETL 306)

Practical – Course Outcome Matrix

Course Outcomes (Cos)

 CO1–EXTC303.1 – Design combinational and Sequential Circuits.
 CO2–EXTC303.2 - Implement circuit to test performance of Sequential Circuits,
Digital Logic Families and Applications.
 CO3–EXTC303.3 - Explain architecture and use of VHDL for basic operation and
simulate using simulation software
Sr. Practical Outcomes CO - 1 CO - 2 CO - 3
No. EXTC303.1 EXTC303.2 EXTC303.3
1 Design Binary to Gray Converter. √ - -

2 Design Half Adder & Half Subtractor Circuit. √ - -

3 Design Full Adder & Full Subtractor Circuit. √ - -

Test the output of BCD to 7 Segment Decoder using √ -
4
Digital IC for the given inputs.
-
5 Build and test the functionality of 8:1 Multiplexer. √ - -
6 Build and test the functionality of 1:8 De-multiplexer. √ - -
Build and test the functionality of Digital √ -
7
Comparator.
-
8 Implement and verify the truth table of RS Flip flop. √ - -
Implement and Test the functionality of Master Slave √ -
9
JK Flip Flop using Digital IC.
-
Use Digital IC to construct and Test the functionality √ -
10
of D and T flip flop.
-
Implement Ripple (asynchronous) Counter using √
11
Digital IC.
- -
Build 4- bit Universal Shift register and Observe the √
12
timing Diagram. - -
13 Implement Half & Full Adder using Behavioral Model. - - √

14 Implement 8:1 Multiplexer using Behavioral Model. - - √

15 Implement 2:4 Decoder using Behavioral Model. - - √

 Digital Electronics (BTETC 303/ BTETL 306)

List of Practicals & Continuous Assessment

Sr. Date of Date of Assessment Dated sign. Of Remark
Title of Practical Performance Submission Marks (25) Teacher ( if any)
No.
1 Design Binary to Gray Converter.
Design Half Adder & Half Subtractor
2
Circuit.
Design Full Adder & Full Subtractor
3
Circuit.
Test the output of BCD to 7 Segment
4 Decoder using Digital IC for the given
inputs.
Build and test the functionality of 8:1
5
Multiplexer.
Build and test the functionality of 1:8
6
De-multiplexer.
Build and test the functionality of Digital
7
Comparator.
Implement and verify the truth table of
8
RS Flip flop.
Implement and Test the functionality of
9 Master Slave JK Flip Flop using Digital
IC.
Use Digital IC to construct and Test the
10
functionality of D and T flip flop.
Implement Ripple (asynchronous)
11
Counter using Digital IC.
Build 4- bit Universal Shift register and
12
Observe the timing Diagram.
Implement Half & Full Adder using
13
Behavioral Model.
Implement 8:1 Multiplexer using
14
Behavioral Model.
Implement 2:4 Decoder using
15
Behavioral Model.
Total
 Digital Electronics (BTETC 303/ BTETL 306)

Instructions for Students

1. Listen carefully the lecture given by teacher about course,
curriculum, learning structure, skills to be developed.
2. Organize the work in the group and make record of all observations.
3. Students shall develop maintenance skill as expected by industries.
4. Student shall attempt to develop related hand-on skills and gain
confidence.
5. Student shall develop the habits of evolving more ideas, innovations,
skills etc. those included in scope of manual.
6. Student shall refer technical magazines, IS codes and data books.
7. Student should develop habit to submit the practical on date and
time.
8. Student should well prepare while submitting write-up of exercise.
 Digital Electronics (BTETC 303/ BTETL 306)

Practical No.01: Design Binary to Gray & Gray to Binary Converter.

I. Practical Significance
Digital computers perform variety of information tasks. A binary to Gray & Gray to Binary
converter are combinational circuits that performs the EX-OR operations.

II. Relevant Program Outcomes (POs)

 Engineering knowledge: Apply the knowledge of mathematics, science, engineering

fundamentals, and an engineering specialization to the solution of complex
engineering problems.
 Problem analysis: Identify, formulate, review research literature, and analyze
complex engineering problems reaching substantiated conclusions using first
principles of mathematics, natural sciences, and engineering sciences.
 Design/development of solutions: Design solutions for complex engineering
problems and design system components or processes that meet the specific needs
with appropriate consideration for the public health and safety, and the cultural,
social, and environmental considerations.
 Conduct investigations of complex problems: Use research-based knowledge and
research methods including design of experiments, analysis and interpretation of
data, and synthesis of the information to provide valid conclusions.
 Modern tool usage: Create, select, and apply appropriate techniques, resources, and
modern engineering and IT tools including prediction and modeling to complex
engineering activities with an understanding of the limitations.
 Individual and team work: Function effectively as an individual, and as a member
or leader in diverse teams, and in multidisciplinary settings.

III. Competency and Practical Skills

This practical is expected to develop the following skills for the industry identified
competency through various teaching learning experiences: competency ‘Build the
combinational logic circuits using digital ICs’
 Testing of IC’s on IC tester.
 Test the functionality of specified logic gates.
 Make connection as per circuit diagram.

IV. Relevant Course Outcomes

 Implement various combinational & sequential logic circuits by Acquire knowledge of
digital electronics.

V. Practical Outcome
 Design Binary to Gray & Gray to Binary Converter.

Sanjay Ghodawat Institute 1

 Digital Electronics (BTETC 303/ BTETL 306)
VI. Minimum Theoretical Background
 Binary to Gray Conversion-

 Gray to Binary Conversion-

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 Digital Electronics (BTETC 303/ BTETL 306)

VII. Resources Required

Sr. No. Instrument/ Components Specification Quantity

VIII. Precaution to be Followed

• All connections should be made neat and tight.
• Digital lab kits and ICs should be handled with utmost care.

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 Digital Electronics (BTETC 303/ BTETL 306)
• While making connections main voltage should be kept switched off.
• Never touch live and naked wires.

IX. Actual Procedure Followed

1. The circuit connections are made as shown in fig.
2. Pin (14) is connected to +Vcc and Pin (7) to ground.
3. In the case of binary to gray conversion, the inputs B0, B1, B2 and B3 are given at
respective pins and outputs G0, G1, G2, G3 are taken for all the 16 combinations of the
input.
4. In the case of gray to binary conversion, the inputs G0, G1, G2 and G3 are given at
respective pins and outputs B0, B1, B2, and B3 are taken for all the 16 combinations of
inputs.
5. The values of the outputs are tabulated.

X. Observation Table / Truth table:

Binary to Gray Conversion Gray to Binary Conversion

Inputs Output Inputs Outputs

B3 B2 B1 B0 G3 G2 G1 G0 G3 G2 G1 G0 B3 B2 B1 B0
0 0 0 0 0 0 0 0
0 0 0 1 0 0 0 1
0 0 1 0 0 0 1 0
0 0 1 1 0 0 1 1
0 1 0 0 0 1 0 0
0 1 0 1 0 1 0 1
0 1 1 0 0 1 1 0
0 1 1 1 0 1 1 1
1 0 0 0 1 0 0 0
1 0 0 1 1 0 0 1
1 0 1 0 1 0 1 0
1 0 1 1 1 0 1 1
1 1 0 0 1 1 0 0
1 1 0 1 1 1 0 1
1 1 1 0 1 1 1 0
1 1 1 1 1 1 1 1

XI. Conclusion:
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________

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 Digital Electronics (BTETC 303/ BTETL 306)
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________

XII. Assessment Scheme

Sr. Rubrics
Performance Marks
No. no.
Process Related : 15 Marks
1 R1 Verification of voltage/Test IC/identification of pin diagram 2.5
2 R2 Handling the instruments 2.5
3 R3 Making connection of instrument 5.0
4 R4 Measuring value using suitable instrument 2.5
5 R5 Working in Team 2.5
Product Related : 10 Marks
Calculate theoretical values of given meter/ Using appropriate
6 R6 03
sensor
7 R7 Interpretation of result 01
8 R8 Conclusion and Recommendation 01
9 R9 Answer to the practical related question 04
10 R10 Submission of report in time 01
Total : 25 Marks

Dated signature
Marks Obtained
of Teacher
Process Related Product Related Total
(15) (10) (25)

Sanjay Ghodawat Institute 5

 Digital Electronics (BTETC 303/ BTETL 306)

Practical No.02: Design Half Adder & Half Subtractor using Boolean
Expression.
I. Practical Significance
Digital computers perform variety of information tasks. Among the functions encountered
is the various arithmetic operation, the most basic arithmetic operation is the addition or
subtraction of two binary digits. A binary adder – Subtractor is a combinational circuit
that performs the arithmetic operations of addition & subtraction with binary numbers.

II. Relevant Program Outcomes (POs)

 Engineering knowledge: Apply the knowledge of mathematics, science, engineering

fundamentals, and an engineering specialization to the solution of complex
engineering problems.
 Problem analysis: Identify, formulate, review research literature, and analyze
complex engineering problems reaching substantiated conclusions using first
principles of mathematics, natural sciences, and engineering sciences.
 Design/development of solutions: Design solutions for complex engineering
problems and design system components or processes that meet the specific needs
with appropriate consideration for the public health and safety, and the cultural,
social, and environmental considerations.
 Conduct investigations of complex problems: Use research-based knowledge and
research methods including design of experiments, analysis and interpretation of
data, and synthesis of the information to provide valid conclusions.
 Modern tool usage: Create, select, and apply appropriate techniques, resources, and
modern engineering and IT tools including prediction and modeling to complex
engineering activities with an understanding of the limitations.
 Individual and team work: Function effectively as an individual, and as a member
or leader in diverse teams, and in multidisciplinary settings.

III. Competency and Practical Skills

This practical is expected to develop the following skills for the industry identified
competency through various teaching learning experiences: competency ‘Build the
combinational logic circuits using digital ICs’
 Testing of IC’s on IC tester..
 Test the functionality of specified logic gates.
 Make connection as per circuit diagram.

IV. Relevant Course Outcomes

 Implement various combinational & sequential logic circuits by Acquire knowledge of
digital electronics.

V. Practical Outcome
 Design Half Adder & Half Subtractor using Boolean Expression.

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 Digital Electronics (BTETC 303/ BTETL 306)
VI. Minimum Theoretical Background

 Half Adder - A half adder has two inputs for the two bits to be added and two outputs
one from the sum ‘ S’ and other from the carry ‘C’ into the higher adder position. Above
circuit is called as a carry signal from the addition of the less significant bits sum from
the X-OR Gate the carry out from the AND gate.

 Half Subtractor: The half Subtractor is constructed using X-OR and AND Gate. The half
Subtractor has two input and two outputs. The outputs are difference and borrow. The
difference can be applied using X-OR Gate, borrow output can be implemented using an
AND Gate and an inverter.

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 Digital Electronics (BTETC 303/ BTETL 306)
VII. Actual Circuit Diagram Used in Laboratory

VIII. Resources Required

Sr. No. Instrument/ Components Specification Quantity

IX. Precaution to be Followed

• All connections should be made neat and tight.
• Digital lab kits and ICs should be handled with utmost care.
• While making connections main voltage should be kept switched off.
• Never touch live and naked wires.

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 Digital Electronics (BTETC 303/ BTETL 306)
X. Actual Procedure Followed
1. Make the connections as per the logic diagram.
2. Connect +5v to pin 14 & ground to pin 7.
3. Apply inputs (0 or 1) to A & B as per the truth table.
4. Switch on the instrument.
5. Observe the reading on LED display.
6. Verify the truth table.

XI. Observation Table / Truth table:

Half Adder Half Subtractor

Inputs Output Inputs Output
A B Sum Carry A B Difference Borrow
0 (OFF) 0 (OFF) 0 (OFF) 0 (OFF)
0 (OFF) 1 (ON) 0 (OFF) 1 (ON)
1 (ON) 0 (OFF) 1 (ON) 0 (OFF)
1 (ON) 1 (ON) 1 (ON) 1 (ON)

XII. Conclusion:
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________

XIII. Practical Related Questions

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 Digital Electronics (BTETC 303/ BTETL 306)

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 Digital Electronics (BTETC 303/ BTETL 306)

XIV. Assessment Scheme

Sr. Rubrics
Performance Marks
No. no.
Process Related : 15 Marks
1 R1 Verification of voltage/Test IC/identification of pin diagram 2.5
2 R2 Handling the instruments 2.5
3 R3 Making connection of instrument 5.0
4 R4 Measuring value using suitable instrument 2.5
5 R5 Working in Team 2.5
Product Related : 10 Marks
Calculate theoretical values of given meter/ Using appropriate
6 R6 03
sensor
7 R7 Interpretation of result 01
8 R8 Conclusion and Recommendation 01
9 R9 Answer to the practical related question 04
10 R10 Submission of report in time 01
Total : 25 Marks

Dated signature
Marks Obtained
of Teacher
Process Related Product Related Total
(15) (10) (25)

Sanjay Ghodawat Institute 11

 Digital Electronics (BTETC 303/ BTETL 306)

Practical No.03: Design Full Adder & Full Subtractor using Boolean
Expression.
I. Practical Significance
Digital computers perform variety of information tasks. Among the functions encountered
is the various arithmetic operation, the most basic arithmetic operation is the addition or
subtraction of two binary digits. A binary adder – Subtractor is a combinational circuit
that performs the arithmetic operations of addition & subtraction with binary numbers.

II. Relevant Program Outcomes (POs)

 Engineering knowledge: Apply the knowledge of mathematics, science, engineering

fundamentals, and an engineering specialization to the solution of complex
engineering problems.
 Problem analysis: Identify, formulate, review research literature, and analyze
complex engineering problems reaching substantiated conclusions using first
principles of mathematics, natural sciences, and engineering sciences.
 Design/development of solutions: Design solutions for complex engineering
problems and design system components or processes that meet the specific needs
with appropriate consideration for the public health and safety, and the cultural,
social, and environmental considerations.
 Conduct investigations of complex problems: Use research-based knowledge and
research methods including design of experiments, analysis and interpretation of
data, and synthesis of the information to provide valid conclusions.
 Modern tool usage: Create, select, and apply appropriate techniques, resources, and
modern engineering and IT tools including prediction and modeling to complex
engineering activities with an understanding of the limitations.
 Individual and team work: Function effectively as an individual, and as a member
or leader in diverse teams, and in multidisciplinary settings.

III. Competency and Practical Skills

This practical is expected to develop the following skills for the industry identified
competency through various teaching learning experiences: competency ‘Build the
combinational logic circuits using digital ICs’
 Testing of IC’s on IC tester..
 Test the functionality of specified logic gates.
 Make connection as per circuit diagram.

IV. Relevant Course Outcomes

 Implement various combinational & sequential logic circuits by Acquire knowledge of
digital electronics.

V. Practical Outcome
 Design Full Adder & Full Subtractor using Boolean Expression.

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 Digital Electronics (BTETC 303/ BTETL 306)
VI. Minimum Theoretical Background

 Full Adder - It is a logic circuit that can add three bits. It produces two O/P sum & carry.
Therefore, sum produces one when I/P is containing odd no’s of one & carry is one when
there are two or more one in I/P.

 Full Subtractor: It is a logic circuit that can add three bits. It produces two O/P
difference & borrow.

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 Digital Electronics (BTETC 303/ BTETL 306)

VII. Actual Circuit Diagram Used in Laboratory

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 Digital Electronics (BTETC 303/ BTETL 306)

VIII. Resources Required

Sr. No. Instrument/ Components Specification Quantity

IX. Precaution to be Followed

• All connections should be made neat and tight.
• Digital lab kits and ICs should be handled with utmost care.
• While making connections main voltage should be kept switched off.
• Never touch live and naked wires.

X. Actual Procedure Followed

1. Make the connections as per the logic diagram.
2. Connect +5v to pin 14 & ground to pin 7.
3. Apply inputs (0 or 1) to A & B as per the truth table.
4. Switch on the instrument.
5. Observe the reading on LED display.
6. Verify the truth table.

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 Digital Electronics (BTETC 303/ BTETL 306)
XI. Observation Table / Truth table:

Full Adder Full Subtractor

Inputs Output Inputs Output
A B C Sum Carry A B C Difference Borrow
0 0 0 0 0 0
0 0 1 0 0 1
0 1 0 0 1 0
0 1 1 0 1 1
1 0 0 1 0 0
1 0 1 1 0 1
1 1 0 1 1 0
1 1 1 1 1 1

XII. Conclusion:
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________

XIII. Practical Related Questions

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 Digital Electronics (BTETC 303/ BTETL 306)

XIV. Assessment Scheme

Sr. Rubrics
Performance Marks
No. no.
Process Related : 15 Marks
1 R1 Verification of voltage/Test IC/identification of pin diagram 2.5
2 R2 Handling the instruments 2.5
3 R3 Making connection of instrument 5.0
4 R4 Measuring value using suitable instrument 2.5
5 R5 Working in Team 2.5
Product Related : 10 Marks
Calculate theoretical values of given meter/ Using appropriate
6 R6 03
sensor
7 R7 Interpretation of result 01
8 R8 Conclusion and Recommendation 01
9 R9 Answer to the practical related question 04
10 R10 Submission of report in time 01
Total : 25 Marks

Dated signature
Marks Obtained
of Teacher
Process Related Product Related Total
(15) (10) (25)

Sanjay Ghodawat Institute 17

 Digital Electronics (BTETC 303/ BTETL 306)

Practical No.04: Test the output of BCD to 7 Segment Decoder using

Digital IC for the given inputs.
I. Practical Significance
BCD is an abbreviation for binary coded decimal. A Digital Decoder IC, is a device which
converters one digital one digital format into another one of the most commonly used
devices for doing this is called the BCD to 7 – Segment Display Decoder. It is to display
decimal numbers.

II. Relevant Program Outcomes (POs)

 Engineering knowledge: Apply the knowledge of mathematics, science, engineering

fundamentals, and an engineering specialization to the solution of complex
engineering problems.
 Problem analysis: Identify, formulate, review research literature, and analyze
complex engineering problems reaching substantiated conclusions using first
principles of mathematics, natural sciences, and engineering sciences.
 Design/development of solutions: Design solutions for complex engineering
problems and design system components or processes that meet the specific needs
with appropriate consideration for the public health and safety, and the cultural,
social, and environmental considerations.
 Conduct investigations of complex problems: Use research-based knowledge and
research methods including design of experiments, analysis and interpretation of
data, and synthesis of the information to provide valid conclusions.
 Modern tool usage: Create, select, and apply appropriate techniques, resources, and
modern engineering and IT tools including prediction and modeling to complex
engineering activities with an understanding of the limitations.
 Individual and team work: Function effectively as an individual, and as a member
or leader in diverse teams, and in multidisciplinary settings.

III. Competency and Practical Skills

This practical is expected to develop the following skills for the industry identified
competency through various teaching learning experiences: competency ‘Build the
combinational logic circuits using digital ICs’
 Testing seven segment display.
 Assemble the circuit on breadboard.
 Make connection as per circuit diagram.

IV. Relevant Course Outcomes

 Implement various combinational circuits by Acquire knowledge of digital
electronics.

V. Practical Outcome
 Construct & test BCD to 7 segment decoder using 7447.
VI. Minimum Theoretical Background

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 Digital Electronics (BTETC 303/ BTETL 306)
A decoder is a combinational circuit that connects the binary information from’ n’ input
lines to a maximum of 2n unique output lines. The IC7447 is a BCD to 7-segment pattern
converter. The IC7447 takes the Binary Coded Decimal (BCD) as the input and outputs the
relevant 7 segment code. A seven segment decoder is an IC decoder that can be used to
drive a seven segment indicator. There are two types of 7-segment digital display 1.
Common anode display (CAD) and 2.common cathode display (CCD). Each decoder driver
has 4 BCD inputs and 7 output pins (a to g segment).

 Common Cathode Display (CCD): Common cathode has all the cathodes of the 7-
segments connected directly together to ground (Logic 0).The individual segments are
illuminated by application of high (Logic1) signal to the individual anode terminals. For
common cathode LED displays the ICs are IC 7448, IC 74248, IC 7449 etc. are used.

 Common Anode Display (CAD): Common anode has all the anodes of the 7-segments
connected together to VCC (Logic 1).The individual segments are illuminated by
connecting the individual cathode terminals to low (Logic0) signals to the individual
cathode terminals. For common anode LED displays the ICs are IC 7446, IC 74246, IC
7447 etc. are used.

 IC 7447 (BCD to 7-Segment decoder IC) - IC 7447 is BCD to 7-Segment decoder IC

whose output is active low depending on the corresponding BCD inputs so it is used to
drive common anode 7- segment displays.

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 Digital Electronics (BTETC 303/ BTETL 306)

VII. Actual Circuit Diagram Used in Laboratory

VIII. Resources Required

Sr. No. Instrument/ Components Specification Quantity

IX. Precaution to be Followed

 Check IC before use.
 Set power supply to 5V (Variable DC Power Supply) before connecting.

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 Digital Electronics (BTETC 303/ BTETL 306)
 Check all the connections as per circuit diagram.

X. Actual Procedure Followed

1) Test the IC using Digital IC tester.
2) Make the connection as per fig.
3) Connect different BCD inputs from 0000 to 1001 and note down the corresponding
output on the display.
4) Observe the outputs on a 7- segment display.
5) Connect the +5V to +Vcc pin of IC and GND pin to ground
6) Observe the LED (on or off) for each combination of input as per truth table
7) Verify the truth table.

XI. Observation Table / Truth table for IC 7447:

BCD Inputs 7-Segment Coded Output Display

D C B A a b c d e f g output
0 0 0 0 0
0 0 0 1 1
0 0 1 0 2
0 0 1 1 3
0 1 0 0 4
0 1 0 1 5
0 1 1 0 6
0 1 1 1 7
1 0 0 0 8
1 0 0 1 9

XII. Observation Table / Truth table for IC 7448:

BCD Inputs 7-Segment Coded Output Display

D C B A a b c d e f g output
0 0 0 0 0
0 0 0 1 1
0 0 1 0 2
0 0 1 1 3
0 1 0 0 4

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 Digital Electronics (BTETC 303/ BTETL 306)
0 1 0 1 5
0 1 1 0 6
0 1 1 1 7
1 0 0 0 8
1 0 0 1 9

XIII. Conclusion:
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
______________________________________________________________________________________________________

XIV. Assessment Scheme

Sr. Rubrics
Performance Marks
No. no.
Process Related : 15 Marks
1 R1 Verification of voltage/Test IC/identification of pin diagram 2.5
2 R2 Handling the instruments 2.5
3 R3 Identification of components 5.0
4 R4 Measuring value using suitable instrument 2.5
5 R5 Working in Team 2.5
Product Related : 10 Marks
Calculate theoretical values of given meter/ Using appropriate
6 R6 03
sensor
7 R7 Interpretation of result 01
8 R8 Conclusion and Recommendation 01
9 R9 Answer to the practical related question 04
10 R10 Submission of report in time 01
Total : 25 Marks

Dated signature
Marks Obtained
of Teacher
Process Related Product Related Total
(15) (10) (25)

Sanjay Ghodawat Institute 22

 Digital Electronics (BTETC 303/ BTETL 306)

Practical No.05: Build and test the functionality of 8:1 Multiplexer.

I. Practical Significance
In most of the electronic systems, the digital data is available on more than one line. It is
necessary to route this data over a single line. Under such circumstances we require a
circuit which selects one of the many inputs at a time. This circuit is a multiplexer, which
has many inputs, one output and some select line inputs. Practical significance lies in their
ability to simplify complex digital designs, reduce hardware complexity, and improve
system performance.

II. Relevant Program Outcomes (POs)

 Engineering knowledge: Apply the knowledge of mathematics, science, engineering

fundamentals, and an engineering specialization to the solution of complex
engineering problems.
 Problem analysis: Identify, formulate, review research literature, and analyze
complex engineering problems reaching substantiated conclusions using first
principles of mathematics, natural sciences, and engineering sciences.
 Design/development of solutions: Design solutions for complex engineering
problems and design system components or processes that meet the specific needs
with appropriate consideration for the public health and safety, and the cultural,
social, and environmental considerations.
 Conduct investigations of complex problems: Use research-based knowledge and
research methods including design of experiments, analysis and interpretation of
data, and synthesis of the information to provide valid conclusions.
 Modern tool usage: Create, select, and apply appropriate techniques, resources, and
modern engineering and IT tools including prediction and modeling to complex
engineering activities with an understanding of the limitations.
 Individual and team work: Function effectively as an individual, and as a member
or leader in diverse teams, and in multidisciplinary settings.

III. Industry/Employer Expected Outcome(s) - Students will be able to test the

functionality of the digital circuits/system.

IV. Course Level Learning Outcome(s) - Develop combinational logic circuits for given
applications.

V. Laboratory Learning Outcome(s): Build/Test function of MUX Digital IC.

VI. Relevant Affective Domain related outcome(s)

 Significance of select lines to select one output from many inputs.
 Handle the component and equipment carefully.
 Follow all safety precaution.

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 Digital Electronics (BTETC 303/ BTETL 306)
VII. Relevant Theoretical Background
Multiplexer is a combinational circuit that is one of the most widely used in digital design.
The multiplexer is a data selector which gets one out of several inputs to a single output. It
has n data inputs and one output line and m select lines where 2m = n shown in fig.
Depending upon the digital inputs applied at the select inputs one out of n data input is
selected and transmitted to a single output channel. Normally strobe (E) input is
incorporated which is generally active low which enables the multiplexer when it is LOW.
Strobe input helps in cascading. IC 74l5lA is an 8: 1 multiplexer which provides two
complementary outputs Y and The output Y is same as the selected input and is its
complement. The n: 1 multiplexer can be used to realize m variable function. (2m= n, m is
no. of select inputs).

 Types of Multiplexer (MUX):

 2:1 MUX (2 lines to 1 line)
 4:1 MUX (4 lines to 1 line)
 8:1 MUX (8 lines to 1 line)
 16:1 MUX (16 lines to 1 line)
 32:1 MUX (32 lines to 1 line)

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 Digital Electronics (BTETC 303/ BTETL 306)
VIII. Actual Circuit Diagram Used in Laboratory

IX. Resources Required

Sr. No. Instrument/ Components Specification Quantity

X. Precaution to be Followed
 Check IC before use.
 Set power supply to 5V (Variable DC Power Supply) before connecting.
 Check all the connections as per circuit diagram.

XI. Actual Procedure Followed

1) Test the IC using Digital IC tester
2) Mount the IC on the breadboard
3) Make the connection as per fig 10.3
4) Connect the +5V to +Vcc pin of IC and GND pin to ground
5) Observe the LED (on or off) for each combination of input as per truth table
6) Verify the truth table

XII. Observation Table :

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 Digital Electronics (BTETC 303/ BTETL 306)

XIII. Conclusion:
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
______________________________________________________________________________________________________

XIV. Assessment Scheme

Sr. Rubrics
Performance Marks
No. no.
Process Related : 15 Marks
1 R1 Verification of voltage/Test IC/identification of pin diagram 2.5
2 R2 Handling the instruments 2.5
3 R3 Identification of components 5.0
4 R4 Measuring value using suitable instrument 2.5
5 R5 Working in Team 2.5
Product Related : 10 Marks
Calculate theoretical values of given meter/ Using appropriate
6 R6 03
sensor
7 R7 Interpretation of result 01
8 R8 Conclusion and Recommendation 01
9 R9 Answer to the practical related question 04
10 R10 Submission of report in time 01
Total : 25 Marks

Dated signature
Marks Obtained
of Teacher
Process Related Product Related Total
(15) (10) (25)

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 Digital Electronics (BTETC 303/ BTETL 306)

Practical No.06: Build and test the functionality of 1:8 Demultiplexer.

I. Practical Significance

A demultiplexer (or demux) is a electronic circuit or device which has single input, n
outputs and m number select lines. The input line is connected to any one output line
depending upon the select lines input logic. An electronic demultiplexer can be considered
as a single-input, multiple-output switch. Demultiplexers are mainly used in Boolean
function generators and decoder circuits.

II. Relevant Program Outcomes (POs)

 Engineering knowledge: Apply the knowledge of mathematics, science, engineering

fundamentals, and an engineering specialization to the solution of complex
engineering problems.
 Problem analysis: Identify, formulate, review research literature, and analyze
complex engineering problems reaching substantiated conclusions using first
principles of mathematics, natural sciences, and engineering sciences.
 Design/development of solutions: Design solutions for complex engineering
problems and design system components or processes that meet the specific needs
with appropriate consideration for the public health and safety, and the cultural,
social, and environmental considerations.
 Conduct investigations of complex problems: Use research-based knowledge and
research methods including design of experiments, analysis and interpretation of
data, and synthesis of the information to provide valid conclusions.
 Modern tool usage: Create, select, and apply appropriate techniques, resources, and
modern engineering and IT tools including prediction and modeling to complex
engineering activities with an understanding of the limitations.
 Individual and team work: Function effectively as an individual, and as a member
or leader in diverse teams, and in multidisciplinary settings.

III. Industry/Employer Expected Outcome(s) - Students will be able to test the

functionality of the digital circuits/system.

IV. Course Level Learning Outcome(s) - Develop combinational logic circuits for given
applications.

V. Laboratory Learning Outcome(s): Build/Test function of DEMUX Digital IC.

VI. Relevant Affective Domain related outcome(s)

 Significance of select lines to connect input data line to selected one output from many
outputs.
 Handle the component and equipment carefully.
 Follow all safety precaution.
VII. Relevant Theoretical Background
Demultiplexer has only one input and ―n‖ number of outputs along with ―m number of
select inputs. A demultiplexer performs the reverse operation of multiplexer i.e. it

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 Digital Electronics (BTETC 303/ BTETL 306)
receives one input and distributes it over several outputs. At a time only one output line is
selected by the select lines and the input is transmitted to the selected output line. Hence
demultiplexer is equivalent to a single pole multiple way switch as shown in figure. The
enable input will enable the demultiplexer. The relation between the n output lines and m
select lines is as given. n=2m. The demultiplexer performs opposite process to a
multiplexing process it performs ―one to many operation. It has only one input (D) and n
number of outputs (YO, Yl,Y2... Yn-1) as shown in the figure given below. Demultiplexer
can also be used as a decoder e.g. Binary to Decimal Decoder. Data input given is I,
strobe/enable pin issued for enabling DEMUX.

 Types of Multiplexer (MUX):

 1:2 DEMUX (1 line to 2 lines)
 1:4 DEMUX (1 line to 4 lines)
 1:8 DEMUX (1 line to 8 lines)
 1:16 DEMUX (1 line to 16 lines)
 1:32 DEMUX (1 line to 32 lines)

 IC SN74155 1:4 Demux

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 Digital Electronics (BTETC 303/ BTETL 306)

VIII. Actual Circuit Diagram Used in Laboratory

IX. Resources Required

Sr. No. Instrument/ Components Specification Quantity

X. Precaution to be Followed
 Check IC before use.
 Set power supply to 5V (Variable DC Power Supply) before connecting.
 Check all the connections as per circuit diagram.

XI. Actual Procedure Followed

1) Test the IC using Digital IC tester.
2) Mount the IC on the breadboard.
3) Make the connection as per fig 11.3.
4) Connect the +5V to +Vcc pin of IC and GND pin to ground.
5) Connect the Strobe PIN to ground.
6) Observe the LED (on or off) for each combination of input as per truth table.
7) Verify the truth table.

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 Digital Electronics (BTETC 303/ BTETL 306)
XII. Observation Table :

XV. Conclusion:
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
________________

XVI. Assessment Scheme

Sr. Rubrics
Performance Marks
No. no.
Process Related : 15 Marks
1 R1 Verification of voltage/Test IC/identification of pin diagram 2.5
2 R2 Handling the instruments 2.5
3 R3 Identification of components 5.0
4 R4 Measuring value using suitable instrument 2.5
5 R5 Working in Team 2.5
Product Related : 10 Marks
Calculate theoretical values of given meter/ Using appropriate
6 R6 03
sensor
7 R7 Interpretation of result 01
8 R8 Conclusion and Recommendation 01
9 R9 Answer to the practical related question 04
10 R10 Submission of report in time 01
Total : 25 Marks

Dated signature
Marks Obtained
of Teacher
Process Related Product Related Total
(15) (10) (25)

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 Digital Electronics (BTETC 303/ BTETL 306)

Practical No.07: Build and test the functionality of Digital Comparator.

I. Practical Significance

As data comparison is mostly required in many digital systems at the time of logical or
arithmetic functions, digital comparators are the one best option to compare data. Digital
comparators are the most appropriate combinational logic circuits used to compare
relative magnitudes of two binary numbers. A comparator is a decision-making tool and it
holds the ability to be executed in numerous control devices.

II. Relevant Program Outcomes (POs)

 Engineering knowledge: Apply the knowledge of mathematics, science, engineering

fundamentals, and an engineering specialization to the solution of complex
engineering problems.
 Problem analysis: Identify, formulate, review research literature, and analyze
complex engineering problems reaching substantiated conclusions using first
principles of mathematics, natural sciences, and engineering sciences.
 Design/development of solutions: Design solutions for complex engineering
problems and design system components or processes that meet the specific needs
with appropriate consideration for the public health and safety, and the cultural,
social, and environmental considerations.
 Conduct investigations of complex problems: Use research-based knowledge and
research methods including design of experiments, analysis and interpretation of
data, and synthesis of the information to provide valid conclusions.
 Modern tool usage: Create, select, and apply appropriate techniques, resources, and
modern engineering and IT tools including prediction and modeling to complex
engineering activities with an understanding of the limitations.
 Individual and team work: Function effectively as an individual, and as a member
or leader in diverse teams, and in multidisciplinary settings.

III. Industry/Employer Expected Outcome(s) - Students will be able to test the

functionality of the digital circuits/system.

IV. Course Level Learning Outcome(s) - Develop combinational logic circuits for given
applications.

V. Laboratory Learning Outcome(s): Build/Test 2 or 4 bit Magnitude comparator using

Digital IC.

VI. Relevant Affective Domain related outcome(s)

 Identify PIN configuration of IC.
 Handle the components and equipment carefully.
 Follow all safety precautions.
VII. Relevant Theoretical Background
A magnitude digital Comparator is a combinational circuit that compares two digital or
binary numbers in order to find out whether one binary number is equal, less than, or
greater than the other binary number. Circuit have two inputs one for A and the other for

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 Digital Electronics (BTETC 303/ BTETL 306)
B and have three output terminals, one for A > B condition, one for A = B condition, and
one for A < B condition.

VIII. Actual Circuit Diagram Used in Laboratory

IX. Resources Required

Sr. No. Instrument/ Components Specification Quantity

X. Precaution to be Followed
 Check IC before use.
 Set power supply to 5V (Variable DC Power Supply) before connecting.
 Check all the connections as per circuit diagram.

XI. Actual Procedure Followed

1. Test the IC using Digital IC tester.
2. Mount the IC on the breadboard.
3. Make the connection as per fig.
4. Connect the +5V to +Vcc pin of IC and GND pin to ground.
5. Observe the LED (on or off) for given combination of input as per truth table.
6. Verify the truth table.

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 Digital Electronics (BTETC 303/ BTETL 306)
XII. Observation Table :

XIII. Conclusion:
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________

XIV. Assessment Scheme

Sr. Rubrics
Performance Marks
No. no.
Process Related : 15 Marks
1 R1 Verification of voltage/Test IC/identification of pin diagram 2.5
2 R2 Handling the instruments 2.5
3 R3 Identification of components 5.0
4 R4 Measuring value using suitable instrument 2.5
5 R5 Working in Team 2.5
Product Related : 10 Marks
Calculate theoretical values of given meter/ Using appropriate
6 R6 03
sensor
7 R7 Interpretation of result 01
8 R8 Conclusion and Recommendation 01
9 R9 Answer to the practical related question 04
10 R10 Submission of report in time 01
Total : 25 Marks

Dated signature
Marks Obtained
of Teacher
Process Related Product Related Total
(15) (10) (25)

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 Digital Electronics (BTETC 303/ BTETL 306)

Practical No.08: Implement and verify the truth table of RS Flip-flop.

I. Practical Significance

A Flip-Flop is a basic digital logic circuit use for storing binary information. It is also
known as One bit memory. It has two stable states typically 0 (reset) and 1 (set), and it
can maintain its current state until it is instructed to change it by applying a clock pulse.
Flip-Flops are fundamental building blocks in digital electronics, used in memory storage,
sequential logic circuits and Data synchronization.

II. Relevant Program Outcomes (POs)

 Engineering knowledge: Apply the knowledge of mathematics, science, engineering

fundamentals, and an engineering specialization to the solution of complex
engineering problems.
 Problem analysis: Identify, formulate, review research literature, and analyze
complex engineering problems reaching substantiated conclusions using first
principles of mathematics, natural sciences, and engineering sciences.
 Design/development of solutions: Design solutions for complex engineering
problems and design system components or processes that meet the specific needs
with appropriate consideration for the public health and safety, and the cultural,
social, and environmental considerations.
 Conduct investigations of complex problems: Use research-based knowledge and
research methods including design of experiments, analysis and interpretation of
data, and synthesis of the information to provide valid conclusions.
 Modern tool usage: Create, select, and apply appropriate techniques, resources, and
modern engineering and IT tools including prediction and modeling to complex
engineering activities with an understanding of the limitations.
 Individual and team work: Function effectively as an individual, and as a member
or leader in diverse teams, and in multidisciplinary settings.

III. Industry/Employer Expected Outcome(s) - Students will be able to test the

functionality of the digital circuits/system.

IV. Course Level Learning Outcome(s) - Develop sequential logic circuits using Flip-Flops.

V. Laboratory Learning Outcome(s): Build/Test functionality of RS flip flop using NAND

Gate.

VI. Relevant Affective Domain related outcome(s)

 Flip-Flop data holding/storing ability.
 Handle the component and equipment carefully.
 Follow all safety precaution.

VII. Relevant Theoretical Background

Digital circuits have many combinations of logic circuits. They are classified as either
combinational or sequential. The output of combinational circuits depends only on the

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 Digital Electronics (BTETC 303/ BTETL 306)
current inputs. In contrast, sequential circuit depends not only on the current value of the
input but also upon the internal state of the circuit. Basic building blocks (memory
elements) of a sequential circuit are the flip-flops (FFs). The FFs change their output state
depending upon inputs at certain interval of time synchronized with some clock pulse
applied to it.

VIII. Actual Circuit Diagram Used in Laboratory

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 Digital Electronics (BTETC 303/ BTETL 306)
IX. Resources Required

Sr. No. Instrument/ Components Specification Quantity

X. Precaution to be Followed
 Check IC before use.
 Set power supply to 5V (Variable DC Power Supply) before connecting.
 Check all the connections as per circuit diagram.

XI. Actual Procedure Followed

1) Mount the IC7400 on the breadboard.
2) Make the connections as shown in figure 12.3
3) Apply the supply voltage to IC +5V.
4) Apply inputs according to the observation table.
5) Observe the LED (on or off) for each combination of input as per truth table.
6) Verify the truth table.

XII. Observation Table :

XIII. Conclusion:
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
______________________________________________________________________________________________________

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 Digital Electronics (BTETC 303/ BTETL 306)
XIV. Practical related questions
1) Draw Clocked SR Flip Flop with Preset & Clear inputs & truth table.
2) State application of SR Flip-Flop.

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 Digital Electronics (BTETC 303/ BTETL 306)

XV. Assessment Scheme

Sr. Rubrics
Performance Marks
No. no.
Process Related : 15 Marks
1 R1 Verification of voltage/Test IC/identification of pin diagram 2.5
2 R2 Handling the instruments 2.5
3 R3 Identification of components 5.0
4 R4 Measuring value using suitable instrument 2.5
5 R5 Working in Team 2.5
Product Related : 10 Marks
Calculate theoretical values of given meter/ Using appropriate
6 R6 03
sensor
7 R7 Interpretation of result 01
8 R8 Conclusion and Recommendation 01
9 R9 Answer to the practical related question 04
10 R10 Submission of report in time 01
Total : 25 Marks

Dated signature
Marks Obtained
of Teacher
Process Related Product Related Total
(15) (10) (25)

Sanjay Ghodawat Institute 38

 Digital Electronics (BTETC 303/ BTETL 306)

Practical No.09: Implement and Test the functionality of Master Slave JK

Flip Flop using Digital IC.

I. Practical Significance

The limitation of SR flip flop is overcome in JK flip flop. In JK flip flop when J=K=l, the
output is uncertain; this situation is called Race around condition. To avoid the problem of
race around condition the JK flip flop in Master and slave mode is used.

II. Relevant Program Outcomes (POs)

 Engineering knowledge: Apply the knowledge of mathematics, science, engineering

fundamentals, and an engineering specialization to the solution of complex
engineering problems.
 Problem analysis: Identify, formulate, review research literature, and analyze
complex engineering problems reaching substantiated conclusions using first
principles of mathematics, natural sciences, and engineering sciences.
 Design/development of solutions: Design solutions for complex engineering
problems and design system components or processes that meet the specific needs
with appropriate consideration for the public health and safety, and the cultural,
social, and environmental considerations.
 Conduct investigations of complex problems: Use research-based knowledge and
research methods including design of experiments, analysis and interpretation of
data, and synthesis of the information to provide valid conclusions.
 Modern tool usage: Create, select, and apply appropriate techniques, resources, and
modern engineering and IT tools including prediction and modeling to complex
engineering activities with an understanding of the limitations.
 Individual and team work: Function effectively as an individual, and as a member
or leader in diverse teams, and in multidisciplinary settings.

III. Industry/Employer Expected Outcome(s) - Students will be able to test the

functionality of the digital circuits/system.

IV. Course Level Learning Outcome(s) - Develop sequential logic circuits using Flip-Flops.

V. Laboratory Learning Outcome(s): Build/Test functionality of Master Slave (MS) JK flip

flop
using IC 7476.RS flip flop using NAND Gate.

VI. Relevant Affective Domain related outcome(s)

 Flip-Flop data holding/storing ability.
 Handle the component and equipment carefully.
 Follow all safety precaution.

VII. Relevant Theoretical Background

Master Slave J K flip flop is a cascade of two S-R flip-flops, with feedback from the outputs
of the second flip flop to the inputs of the first. The first part is called as master flip-flop

Sanjay Ghodawat Institute 39

 Digital Electronics (BTETC 303/ BTETL 306)
while the next is called as slave flip-flop .Here the master flip-flop is triggered by the
external clock pulse while the slave is activated at its inversion i.e. if the master is positive
level triggered, then the slave is negative-level triggered and vice-versa. This means that
the data enters into the flip-flop at positive/negative level of the clock pulse while it is
obtained at the output pins during positive/negative level of the clock pulse. Hence a
master-slave flip-flop completes its operation only after the appearance of one full clock
pulse.

VIII. Actual Circuit Diagram Used in Laboratory

IX. Resources Required

Sr. No. Instrument/ Components Specification Quantity

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 Digital Electronics (BTETC 303/ BTETL 306)

X. Precaution to be Followed
 Check IC before use.
 Set power supply to 5V (Variable DC Power Supply) before connecting.
 Check all the connections as per circuit diagram.

XI. Actual Procedure Followed

1) Mount the IC7476 on the breadboard.
2) Make the connections as shown in figure 13.2b
3) Apply the supply voltage to IC +5V.
4) Apply inputs according to the observation table.
5) Observe the LED (on or off) for each combination of input as per truth table.
6) Verify the truth table.

XII. Observation Table :

XIII. Conclusion:
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
______________________________________________________________________________________________________

Sanjay Ghodawat Institute 41

 Digital Electronics (BTETC 303/ BTETL 306)
XIV. Practical related questions
Explain the Race Condition in MS JK Flip-Flop.

XV. Assessment Scheme

Sr. Rubrics
Performance Marks
No. no.
Process Related : 15 Marks
1 R1 Verification of voltage/Test IC/identification of pin diagram 2.5
2 R2 Handling the instruments 2.5
3 R3 Identification of components 5.0
4 R4 Measuring value using suitable instrument 2.5
5 R5 Working in Team 2.5
Product Related : 10 Marks
Calculate theoretical values of given meter/ Using appropriate
6 R6 03
sensor
7 R7 Interpretation of result 01
8 R8 Conclusion and Recommendation 01
9 R9 Answer to the practical related question 04
10 R10 Submission of report in time 01
Total : 25 Marks

Dated signature
Marks Obtained
of Teacher
Process Related Product Related Total
(15) (10) (25)

Sanjay Ghodawat Institute 42

 Digital Electronics (BTETC 303/ BTETL 306)

Practical No.10: Use Digital IC to construct and Test the functionality of

D and T Flip Flop.

I. Practical Significance
D Flip –Flop (Delay Flip –Flop) is used to provide time delay. They are basic building
blocks of Shift Registers. T Flip-Flop (Toggle Flip-Flop) experiences a change in output in
each clock edge. Hence it can be used as a frequency divider. T Flip-Flop can also be used
to design Counters.

II. Relevant Program Outcomes (POs)

 Engineering knowledge: Apply the knowledge of mathematics, science, engineering

fundamentals, and an engineering specialization to the solution of complex
engineering problems.
 Problem analysis: Identify, formulate, review research literature, and analyze
complex engineering problems reaching substantiated conclusions using first
principles of mathematics, natural sciences, and engineering sciences.
 Design/development of solutions: Design solutions for complex engineering
problems and design system components or processes that meet the specific needs
with appropriate consideration for the public health and safety, and the cultural,
social, and environmental considerations.
 Conduct investigations of complex problems: Use research-based knowledge and
research methods including design of experiments, analysis and interpretation of
data, and synthesis of the information to provide valid conclusions.
 Modern tool usage: Create, select, and apply appropriate techniques, resources, and
modern engineering and IT tools including prediction and modeling to complex
engineering activities with an understanding of the limitations.
 Individual and team work: Function effectively as an individual, and as a member
or leader in diverse teams, and in multidisciplinary settings.

III. Industry/Employer Expected Outcome(s) - Students will be able to test the

functionality of the digital circuits/system.

IV. Course Level Learning Outcome(s) - Develop sequential logic circuits using Flip-Flops.

V. Laboratory Learning Outcome(s): Build/Test functionality and Truth Table of D and T

flip flop.

VI. Relevant Affective Domain related outcome(s)

 Flip-Flop data holding/storing ability.
 Handle the component and equipment carefully.
 Follow all safety precaution.

VII. Relevant Theoretical Background

Flip-flops are fundamental building blocks in digital electronics, used for storing binary
data.

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 Digital Electronics (BTETC 303/ BTETL 306)
The D and T flip-flops are two common types, each with its unique characteristics and
applications.

 D Flip-Flop (Data Flip-Flop):

 The D flip-flop has a single data input (D) and two outputs: Q (the stored value) and Q'
(the complement of the stored value).
 It changes its output state (Q) only when the clock input (CLK) transitions from a
specific state to another (e.g., rising or falling edge).
 The D input is sampled and stored when the clock transitions occur. Thus, the output
reflects the state of the D input at the last clock transition.
 D flip-flops are commonly used for data storage, synchronization, and edge detection in
digital circuits.

 T Flip-Flop (Toggle Flip-Flop):

 The T flip-flop has a single input (T) called the toggle input, and two outputs: Q and Q'.
 It toggles its output state (Q) based on the transition of the clock input (CLK) and the
state of the toggle input (T).
 When T is high (1), the output toggles (Q changes its state) on each clock transition.
 When T is low (0), the output holds its state regardless of clock transitions.
 T flip-flops find applications in frequency division, pulse generation, and digital
counters due to their toggling behavior.

In summary, The D flip-flop stores data and updates its output on clock transitions, while
the T flip-flop toggles its output based on clock transitions and the state of its toggle input.
Both are essential components in digital circuit design, offering versatility and
functionality in various applications.

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 Digital Electronics (BTETC 303/ BTETL 306)

VIII. Actual Circuit Diagram Used in Laboratory

 D Flip Flop

 T Flip Flop

IX. Resources Required

Sr. No. Instrument/ Components Specification Quantity

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 Digital Electronics (BTETC 303/ BTETL 306)
X. Precaution to be Followed
 Check IC before use.
 Set power supply to 5V (Variable DC Power Supply) before connecting.
 Check all the connections as per circuit diagram.

XI. Actual Procedure Followed

1) Mount the IC7476 on the breadboard.
2) Make the connections as shown in figure.
3) Apply the supply voltage to IC +5V.
4) Apply inputs according to the observation table.
5) Observe the LED (on or off) for each combination of input as per truth table.
6) Verify the truth table.

XII. Observation Table :

XIII. Conclusion:
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________

XIV. Practical related questions

Different Types of Trigger used in D and T flip-flops.

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 Digital Electronics (BTETC 303/ BTETL 306)

XV. Assessment Scheme

Sr. Rubrics
Performance Marks
No. no.
Process Related : 15 Marks
1 R1 Verification of voltage/Test IC/identification of pin diagram 2.5
2 R2 Handling the instruments 2.5
3 R3 Identification of components 5.0
4 R4 Measuring value using suitable instrument 2.5
5 R5 Working in Team 2.5
Product Related : 10 Marks
Calculate theoretical values of given meter/ Using appropriate
6 R6 03
sensor
7 R7 Interpretation of result 01
8 R8 Conclusion and Recommendation 01
9 R9 Answer to the practical related question 04
10 R10 Submission of report in time 01
Total : 25 Marks

Dated signature
Marks Obtained
of Teacher
Process Related Product Related Total
(15) (10) (25)

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 Digital Electronics (BTETC 303/ BTETL 306)

Practical No.11: Implement Ripple (asynchronous) Counter using

Digital IC.
I. Practical Significance
In a ripple counter, each flip-flop stage is triggered by the output of the preceding stage.
When the counter receives a clock pulse, the first flip-flop changes its state. This change in
state causes a clock edge at the output of the first flip-flop, triggering the second flip-flop
to change its state, and so on. The ripple effect propagates through the counter, with each
subsequent flip-flop changing state in response to the change in state of the preceding flip
flop. As a result, ripple counters are inherently asynchronous, meaning that the timing of
the clock pulses affects the overall operation and timing of the counter.

II. Relevant Program Outcomes (POs)

 Engineering knowledge: Apply the knowledge of mathematics, science, engineering

fundamentals, and an engineering specialization to the solution of complex
engineering problems.
 Problem analysis: Identify, formulate, review research literature, and analyze
complex engineering problems reaching substantiated conclusions using first
principles of mathematics, natural sciences, and engineering sciences.
 Design/development of solutions: Design solutions for complex engineering
problems and design system components or processes that meet the specific needs
with appropriate consideration for the public health and safety, and the cultural,
social, and environmental considerations.
 Conduct investigations of complex problems: Use research-based knowledge and
research methods including design of experiments, analysis and interpretation of
data, and synthesis of the information to provide valid conclusions.
 Modern tool usage: Create, select, and apply appropriate techniques, resources, and
modern engineering and IT tools including prediction and modeling to complex
engineering activities with an understanding of the limitations.
 Individual and team work: Function effectively as an individual, and as a member
or leader in diverse teams, and in multidisciplinary settings.

III. Industry/Employer Expected Outcome(s) - Students will be able to test the

functionality of the digital circuits/system.

IV. Course Level Learning Outcome(s) - Develop sequential logic circuits using Flip-Flops.

V. Laboratory Learning Outcome(s): Interpret timing diagram of 4 bit ripple counter

using digital IC.

VI. Relevant Affective Domain related outcome(s)

 Flip-Flop data holding/storing ability.
 Handle the component and equipment carefully.
 Follow all safety precaution.

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 Digital Electronics (BTETC 303/ BTETL 306)
VII. Relevant Theoretical Background

 In digital electronics, a counter is a sequential logic circuit that generates a sequence of binary
numbers in a specified order. Counters are widely used in various applications such as
frequency division, digital clocks, event counting, and addressing memory locations. A
counter typically consists of a set of flip-flops, where each flip-flop represents a binary digit
(or "bit") of the counter's output. The number of flip-flops in the counter determines the
maximum count that can be represented. For example, a counter with 𝑛 flip-flops can count up
to 2𝑛distinct states.
 There are different types of counters, including: Asynchronous (Ripple) Counters: In an
asynchronous counter, the output of each flip-flop serves as the clock input for the next flip-
flop. As a result, the flip-flops do not all change state simultaneously, leading to a ripple
effect propagating through the counter. While simple to design, asynchronous counters suffer
from longer propagation delays due to the ripple effect. Synchronous Counters: In a
synchronous counter, all flip-flops receive the same clock signal simultaneously. This ensures
that all flip-flops change state simultaneously, eliminating the ripple effect and reducing
propagation delays. Synchronous counters are often preferred for applications requiring
precise timing.
Counters can also have additional features such as:
● Up Counters: Increment the count with each clock pulse.
● Down Counters: Decrement the count with each clock pulse.
● Bidirectional Counters: Count up or down based on control signals.
● Modulus Counters: Count up to a specific value before resetting.

VIII. Actual Circuit Diagram Used in Laboratory

IX. Precaution to be Followed

 Check IC before use.
 Set power supply to 5V (Variable DC Power Supply) before connecting.

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 Check all the connections as per circuit diagram.

X. Actual Procedure Followed

1) Connect +5V Power supply to proper pins of IC.
2) Connect appropriate resistor and LED to output Q.
3) Clear all the flip-flops by applying active low input to the clear pin so that the flip-
flops have 0000 stored in them.
4) Apply clock pulse at clock input and after every clock pulse write down the counter
output state from LED (ON LED =1 State, OFF LED =0 State)
5) Apply 16 clock pulses and write down the output of the counter in the truth table.

XI. Observation Table :

XII. Resources Required

Sr. No. Instrument/ Components Specification Quantity

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XIII. Conclusion:
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________

XIV. Practical related questions

1) Draw timing diagram for 4 bit Down counter.
2) How many flip-flop‘s will be required to count 256 pulses.
3) Give three application of counters .

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XV. Assessment Scheme

Sr. Rubrics
Performance Marks
No. no.
Process Related : 15 Marks
1 R1 Verification of voltage/Test IC/identification of pin diagram 2.5
2 R2 Handling the instruments 2.5
3 R3 Identification of components 5.0
4 R4 Measuring value using suitable instrument 2.5
5 R5 Working in Team 2.5
Product Related : 10 Marks
Calculate theoretical values of given meter/ Using appropriate
6 R6 03
sensor
7 R7 Interpretation of result 01
8 R8 Conclusion and Recommendation 01
9 R9 Answer to the practical related question 04
10 R10 Submission of report in time 01
Total : 25 Marks

Dated signature
Marks Obtained
of Teacher
Process Related Product Related Total
(15) (10) (25)

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 Digital Electronics (BTETC 303/ BTETL 306)

Practical No.12: Build 4- bit Universal Shift register and Observe the
timing Diagram

I. Practical Significance
Universal Shift Register is a register which can be configured to load and/or retrieve the
data in any mode (either serial or parallel) by shifting it either towards right or towards
left. In other words, a combined design of unidirectional (either right- or left-shift of data
bits as in case of SISO, SIPO, PISO, PIPO) and bidirectional shift register along with parallel
load provision is referred to as universal shift register..

II. Relevant Program Outcomes (POs)

 Engineering knowledge: Apply the knowledge of mathematics, science, engineering

fundamentals, and an engineering specialization to the solution of complex
engineering problems.
 Problem analysis: Identify, formulate, review research literature, and analyze
complex engineering problems reaching substantiated conclusions using first
principles of mathematics, natural sciences, and engineering sciences.
 Design/development of solutions: Design solutions for complex engineering
problems and design system components or processes that meet the specific needs
with appropriate consideration for the public health and safety, and the cultural,
social, and environmental considerations.
 Conduct investigations of complex problems: Use research-based knowledge and
research methods including design of experiments, analysis and interpretation of
data, and synthesis of the information to provide valid conclusions.
 Modern tool usage: Create, select, and apply appropriate techniques, resources, and
modern engineering and IT tools including prediction and modeling to complex
engineering activities with an understanding of the limitations.
 Individual and team work: Function effectively as an individual, and as a member
or leader in diverse teams, and in multidisciplinary settings.

III. Industry/Employer Expected Outcome(s) - Students will be able to test the

functionality of the digital circuits/system.

IV. Course Level Learning Outcome(s) - Develop sequential logic circuits using Flip-Flops.

V. Laboratory Learning Outcome(s): Interpret timing diagram of 4 bit Universal shift

register.

VI. Relevant Affective Domain related outcome(s)

 Flip-Flop data holding/storing ability.
 Handle the component and equipment carefully.
 Follow all safety precaution.

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VII. Relevant Theoretical Background

A Universal shift register is a digital circuit that can shift data in either direction (left or
right) and perform parallel-to-serial or Serial-to-Parallel conversion. It typically consist of
a cascade of flip-flops interconnected to form a shift register, along with control logic to
manage shifting operations The key feature of a universal shift register is its versatility in
handling various types of data manipulation tasks. It can shift data left or right based on
control signals, enabling it to perform functions such as data storage, serial data
transmission, serial data reception, parallel data loading, and parallel data retrieval.
Various control Functions in shift registers are as below.
1. A shift-right control to enable the shift-right operation and the serial input and output
lines associated with the shift-right.
2. A shift-left control to enable the shift-left operation and the serial input and output lines
associated with the shift-left.
3. A parallel-load control to enable a parallel transfer and the n input lines associated with
the parallel transfer.
4. n parallel output lines.
5. A clear control to clear the register to 0.
6. A CLK input for clock pulses to synchronize all operations.

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VIII. Actual Circuit Diagram Used in Laboratory

IX. Precaution to be Followed

 Check IC before use.
 Set power supply to 5V (Variable DC Power Supply) before connecting.
 Check all the connections as per circuit diagram.

X. Actual Procedure Followed

1) Connect appropriate resistor and LED to output Q.
2) Clear all the flip-flops by applying active low input to the clear pin so that the flip-
flops have 0000 stored in them.
3) Apply clock pulse one by one to clock input.
4) Connect input and observe output for all modes.
5) Write down observation table

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XI. Observation Table :

Table 1: Serial in Serial out Right Shift Operation

Table 2: Parallel In Parallel Out (Parallel Loading)

XII. Resources Required

Sr. No. Instrument/ Components Specification Quantity

XIII. Conclusion:
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________

XIV. Practical related questions

1) Build circuit for SIPO and PISO separately.

2) State the operation for SIPO and PISO.

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3) Draw observation table for above operation.

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XV. Assessment Scheme

Sr. Rubrics
Performance Marks
No. no.
Process Related : 15 Marks
1 R1 Verification of voltage/Test IC/identification of pin diagram 2.5
2 R2 Handling the instruments 2.5
3 R3 Identification of components 5.0
4 R4 Measuring value using suitable instrument 2.5
5 R5 Working in Team 2.5
Product Related : 10 Marks
Calculate theoretical values of given meter/ Using appropriate
6 R6 03
sensor
7 R7 Interpretation of result 01
8 R8 Conclusion and Recommendation 01
9 R9 Answer to the practical related question 04
10 R10 Submission of report in time 01
Total : 25 Marks

Dated signature
Marks Obtained
of Teacher
Process Related Product Related Total
(15) (10) (25)

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 Digital Electronics (BTETC 303/ BTETL 306)

Practical No.13: Implement Half & Full Adder using Behavioral Model.

I. Practical Significance
Field Programmable Gate Arrays (FPGAs) are semiconductor devices that are based around a
matrix of configurable logic blocks (CLBs) connected via programmable interconnects.
FPGAs can be reprogrammed to desired application or functionality requirements after
manufacturing. This practical will help the students to implement the various
combinational circuits like Half or Full adder using Xilinx ISE tools..

II. Relevant Program Outcomes (POs)

 Engineering knowledge: Apply the knowledge of mathematics, science, engineering

fundamentals, and an engineering specialization to the solution of complex
engineering problems.
 Problem analysis: Identify, formulate, review research literature, and analyze
complex engineering problems reaching substantiated conclusions using first
principles of mathematics, natural sciences, and engineering sciences.
 Design/development of solutions: Design solutions for complex engineering
problems and design system components or processes that meet the specific needs
with appropriate consideration for the public health and safety, and the cultural,
social, and environmental considerations.
 Conduct investigations of complex problems: Use research-based knowledge and
research methods including design of experiments, analysis and interpretation of
data, and synthesis of the information to provide valid conclusions.
 Modern tool usage: Create, select, and apply appropriate techniques, resources, and
modern engineering and IT tools including prediction and modeling to complex
engineering activities with an understanding of the limitations.
 Individual and team work: Function effectively as an individual, and as a member
or leader in diverse teams, and in multidisciplinary settings.

III. Competency and Practical Skills - This practical is expected to develop the following
skills for the industry-identified competency: ‘Maintain VLSI based electronic circuits
and equipments.’ Debug VHDL programme for the given application.

IV. Relevant Course Outcome - Debug VHDL programme for the given application.

V. Practical Outcome - Implement Half/Full adder using Xilinx ISE tools.

VI. Relevant Affective Domain related outcome(s)

 Maintain tools and equipment
 Handle the component and equipment carefully.
 Follow ethical practices.

VII. Relevant Theoretical Background

a. Half Adder: A Logic circuit used for the addition of two one bit numbers is known as Half
adders. It has two inputs A and B and two outputs Sum (S) and Carry (C).

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b. Full Adder: In Half adder there is no provision to add the carry generated by lower bits
while adding present inputs that is when multi bit addition is performed. Hence a third
input is added and this circuit is used to add A, Band Cin where A, B are present state
inputs and Cin is the last state output that is previous carry. This circuit is known as Full
Adder.

VIII. Actual Program Used in Laboratory

a. Create HA .vhd file:

Program Code
HA.vhd Code HA_tb.vhd* Code

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 Digital Electronics (BTETC 303/ BTETL 306)
b. Create HA test bench file:

c. HA test bench Simulation waveforms:

IX. Precaution to be Followed

 Check the syntax / rules of VHDL Programming.
 Do not power up the board before completing connections.

X. Actual Procedure Followed

1) Create the Xilinx ISE project for top-level FPGA design, by doing the following in ISE:
2) In the ISE software, select File > New Project.
3) In the Project name and Project location fields, enter the project name and location,
respectively.
4) Select HDL or Schematic as the Top-level source type, and click next.

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5) Create New Source file. Select Source Type” select the Source type and give the name to
the source then click “Next”.
6) Define Module”. Enter the entity used in design and then click “Next”.
7) Develop VHDL code for given problem and Synthesize the .vhd file and view RTL
schematic.
8) Create Test Bench file- A test bench is HDL code that allows documentation, repeatable
set of stimuli that is portable across different simulators. A test bench can be as simple
as a file with clock and input data or a more complicated file that includes error
checking, file input and output, and conditional testing.
9) Go to implementation to simulation tab, right click on main source file and create Test
Bench file for simulation.
10) In order to view test files, select the box of “Simulation” in the “View Panel” of the
“Design” panel. In the “Process Panel,” double click on the “Behavioral Check Syntax” to
make sure that there are no syntax errors, while making changes.
11) Double click on “Simulate Behavioral Model” in the “Process Pane”, which will open the
ISim software with test bench loaded.
12) ISim simulator window will open with simulation executed where one can simulate
designs and check for errors.

XI. Observation Table :

Half Adder Half Subtractor
Inputs Output Inputs Output
A B Sum Carry A B Difference Borrow
0 (OFF) 0 (OFF) 0 (OFF) 0 (OFF)
0 (OFF) 1 (ON) 0 (OFF) 1 (ON)
1 (ON) 0 (OFF) 1 (ON) 0 (OFF)
1 (ON) 1 (ON) 1 (ON) 1 (ON)

Full Adder Full Subtractor

Inputs Output Inputs Output
A B C Sum Carry A B C Difference Borrow
0 0 0 0 0 0
0 0 1 0 0 1
0 1 0 0 1 0
0 1 1 0 1 1
1 0 0 1 0 0
1 0 1 1 0 1
1 1 0 1 1 0
1 1 1 1 1 1

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XII. Resources Required

Sr. No. Instrument/ Components Specification Quantity

XIII. Conclusion:
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________

XIV. Practical related questions

1) Implement Full Adder using Behavioral flow model.

2) Implement Half Subtractor using Data flow model.

Sanjay Ghodawat Institute 64

 Digital Electronics (BTETC 303/ BTETL 306)

Sanjay Ghodawat Institute 65

 Digital Electronics (BTETC 303/ BTETL 306)

XV. Assessment Scheme

Sr. Rubrics
Performance Marks
No. no.
Process Related : 15 Marks
1 R1 Coding ability 5.0
2 R2 Debugging ability 2.5
3 R3 Follow ethical practices. 5.0
4 R4 Working in Team 2.5
Product Related : 10 Marks
6 R5 Correct writing of program 03
7 R6 Interpretation of simulation result 01
8 R7 Conclusion and Recommendation 01
9 R8 Answer to the practical related question 04
10 R9 Submission of report in time 01
Total : 25 Marks

Dated signature
Marks Obtained
of Teacher
Process Related Product Related Total
(15) (10) (25)

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 Digital Electronics (BTETC 303/ BTETL 306)

Practical No.14: Implement 8:1 Multiplexer using Behavioral Model.

I. Practical Significance
In electronics, a multiplexer (or mux) is a device that selects between several analog or
digital input signals and forwards it to a single output line. Multiplexers are used to
implement Boolean functions of multiple variables. This practical will help the students to
implement the 8:1 using Xilinx ISE tools..

II. Relevant Program Outcomes (POs)

 Engineering knowledge: Apply the knowledge of mathematics, science, engineering

fundamentals, and an engineering specialization to the solution of complex
engineering problems.
 Problem analysis: Identify, formulate, review research literature, and analyze
complex engineering problems reaching substantiated conclusions using first
principles of mathematics, natural sciences, and engineering sciences.
 Design/development of solutions: Design solutions for complex engineering
problems and design system components or processes that meet the specific needs
with appropriate consideration for the public health and safety, and the cultural,
social, and environmental considerations.
 Conduct investigations of complex problems: Use research-based knowledge and
research methods including design of experiments, analysis and interpretation of
data, and synthesis of the information to provide valid conclusions.
 Modern tool usage: Create, select, and apply appropriate techniques, resources, and
modern engineering and IT tools including prediction and modeling to complex
engineering activities with an understanding of the limitations.
 Individual and team work: Function effectively as an individual, and as a member
or leader in diverse teams, and in multidisciplinary settings.

III. Competency and Practical Skills - This practical is expected to develop the following
skills for the industry-identified competency: ‘Maintain VLSI based electronic circuits
and equipments.’
 Use relevant VHDL model for the given applications.
 Debug VHDL programme for the given application.

IV. Relevant Course Outcome - Debug VHDL programme for the given application.

V. Practical Outcome - Implement 8:1 Multiplexer using Xilinx ISE tools.

VI. Relevant Affective Domain related outcome(s)

 Maintain tools and equipment
 Handle the component and equipment carefully.
 Follow ethical practices.

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VII. Relevant Theoretical Background
A multiplexer (Mux) is a device that allows digital information from several sources to be
routed on to a single line for transmission over that line to a common destination. The
basic multiplexer has several data input lines (D0, D1, …. Dn-1) and single output line (Y).
It has also data select inputs (S0, S1, …… Sm-1) which permits digital data on any one
input to be switched to the output line. Multiplexers are also known as Data Selectors. The
select lines m and the input lines n are related by the formula: 2m= n. Depending upon the
digital code applied at the select inputs one out of ‘n’ data sources is selected and
transmitted to the single output Y. Strobe [E or G] signal is used for cascading of inputs. It
is an active low signal means it will perform the intended function only when it is active
low i.e. at logic 0.

8: 1 Multiplexer: An 8-to-1 multiplexer consists of eight data inputs D0 through D7, three
input select lines S2 through S0 and a single output line Y. Depending on the select lines
combinations, multiplexer decodes the inputs. Fig. shows the block diagram of an 8:1
multiplexer with Enable input pin which enable or disable the multiplexer. Since the
number data bits given to the MUX are eight then 3 bits (23=8) are needed to select one of
the eight data bits. The truth table for an 8-to1 multiplexer is given below with eight
combinations of inputs so as to generate each output corresponds to input.

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VIII. Actual Program Used in Laboratory
a. Create 8:1 Mux .vhd file:

Mux.vhd Code Mux_tb.vhd* Code

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 Digital Electronics (BTETC 303/ BTETL 306)
b. Create Mux test bench file:

c. Mux test bench Simulation waveforms:

IX. Precaution to be Followed

 Check the syntax / rules of VHDL Programming.
 Do not power up the board before completing connections.

X. Actual Procedure Followed

1) Create the Xilinx ISE project for top-level FPGA design, by doing the following in ISE:
2) In the ISE software, select File > New Project.
3) In the Project name and Project location fields, enter the project name and location,
respectively.
4) Select HDL or Schematic as the Top-level source type, and click next.

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 Digital Electronics (BTETC 303/ BTETL 306)
5) Create New Source file. Select Source Type” select the Source type and give the name to
the source then click “Next”.
6) Define Module”. Enter the entity used in design and then click “Next”.
7) Develop VHDL code for given problem and Synthesize the .vhd file and view RTL
schematic.
8) Create Test Bench file- A test bench is HDL code that allows documentation, repeatable
set of stimuli that is portable across different simulators. A test bench can be as simple
as a file with clock and input data or a more complicated file that includes error
checking, file input and output, and conditional testing.
9) Go to implementation to simulation tab, right click on main source file and create Test
Bench file for simulation.
10) In order to view test files, select the box of “Simulation” in the “View Panel” of the
“Design” panel. In the “Process Panel,” double click on the “Behavioral Check Syntax” to
make sure that there are no syntax errors, while making changes.
11) Double click on “Simulate Behavioral Model” in the “Process Pane”, which will open the
ISim software with test bench loaded.
12) ISim simulator window will open with simulation executed where one can simulate
designs and check for errors.

XI. Observation Table :

XII. Resources Required

Sr. No. Instrument/ Components Specification Quantity

XIII. Conclusion:
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________

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 Digital Electronics (BTETC 303/ BTETL 306)
XIV. Practical related questions
1) Implement 4:1 Multiplexer using structural model.
2) Implement 1:8 Demultiplexer using Data flow model.

Sanjay Ghodawat Institute 72

 Digital Electronics (BTETC 303/ BTETL 306)

Sanjay Ghodawat Institute 73

 Digital Electronics (BTETC 303/ BTETL 306)

XV. Assessment Scheme

Sr. Rubrics
Performance Marks
No. no.
Process Related : 15 Marks
1 R1 Coding ability 5.0
2 R2 Debugging ability 2.5
3 R3 Follow ethical practices. 5.0
4 R4 Working in Team 2.5
Product Related : 10 Marks
6 R5 Correct writing of program 03
7 R6 Interpretation of simulation result 01
8 R7 Conclusion and Recommendation 01
9 R8 Answer to the practical related question 04
10 R9 Submission of report in time 01
Total : 25 Marks

Dated signature
Marks Obtained
of Teacher
Process Related Product Related Total
(15) (10) (25)

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 Digital Electronics (BTETC 303/ BTETL 306)

Practical No.15: Implement 2:4 Decoder using Behavioral Model.

I. Practical Significance
The electronic Decoders are used with analog to digital converter. They are used to
convert higher level instructions into CPU control signals. They are mainly used in logical
circuits as well as data transfer circuits. This practical will help the students to develop
programming skills that is. Implement a decoder using Xilinx ISE tools.

II. Relevant Program Outcomes (POs)

 Engineering knowledge: Apply the knowledge of mathematics, science, engineering

fundamentals, and an engineering specialization to the solution of complex
engineering problems.
 Problem analysis: Identify, formulate, review research literature, and analyze
complex engineering problems reaching substantiated conclusions using first
principles of mathematics, natural sciences, and engineering sciences.
 Design/development of solutions: Design solutions for complex engineering
problems and design system components or processes that meet the specific needs
with appropriate consideration for the public health and safety, and the cultural,
social, and environmental considerations.
 Conduct investigations of complex problems: Use research-based knowledge and
research methods including design of experiments, analysis and interpretation of
data, and synthesis of the information to provide valid conclusions.
 Modern tool usage: Create, select, and apply appropriate techniques, resources, and
modern engineering and IT tools including prediction and modeling to complex
engineering activities with an understanding of the limitations.
 Individual and team work: Function effectively as an individual, and as a member
or leader in diverse teams, and in multidisciplinary settings.

III. Competency and Practical Skills - This practical is expected to develop the following
skills for the industry-identified competency: ‘Maintain VLSI based electronic circuits
and equipments.’
 Use relevant VHDL model for the given applications.
 Debug VHDL programme for the given application.

IV. Relevant Course Outcome - Debug VHDL programme for the given application.

V. Practical Outcome - Implement 2:4 Decoder using Xilinx ISE tools.

VI. Relevant Affective Domain related outcome(s)

 Maintain tools and equipment
 Handle the component and equipment carefully.
 Follow ethical practices.

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 Digital Electronics (BTETC 303/ BTETL 306)
VII. Relevant Theoretical Background
Binary decoder: - Binary decoder has n-bit input lines and 2n output lines. It can be 2:4,
3:8 and 4:16 line configurations. Binary decoder can be easily constructed using basic
logic gates. VHDL Code of 2 to 4 decoder can be implemented with structural and
behavioral modeling.

VIII. Actual Program Used in Laboratory

a. Create Decoder .vhd file:

Program Code
Decoder.vhd Code Decoder_tb.vhd* Code

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 Digital Electronics (BTETC 303/ BTETL 306)

b. Create Decoder test bench file:

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 Digital Electronics (BTETC 303/ BTETL 306)
c. Decoder test bench Simulation waveforms:

IX. Precaution to be Followed

 Check the syntax / rules of VHDL Programming.
 Do not power up the board before completing connections.

X. Actual Procedure Followed

1) Create the Xilinx ISE project for top-level FPGA design, by doing the following in ISE:
2) In the ISE software, select File > New Project.
3) In the Project name and Project location fields, enter the project name and location,
respectively.
4) Select HDL or Schematic as the Top-level source type, and click next.
5) Create New Source file. Select Source Type” select the Source type and give the name to the
source then click “Next”.
6) Define Module”. Enter the entity used in design and then click “Next”.
7) Develop VHDL code for given problem and Synthesize the .vhd file and view RTL
schematic.
8) Create Test Bench file- A test bench is HDL code that allows documentation, repeatable
set of stimuli that is portable across different simulators. A test bench can be as simple as
a file with clock and input data or a more complicated file that includes error checking, file
input and output, and conditional testing.
9) Go to implementation to simulation tab, right click on main source file and create Test
Bench file for simulation.
10) In order to view test files, select the box of “Simulation” in the “View Panel” of the “Design”
panel. In the “Process Panel,” double click on the “Behavioral Check Syntax” to make sure
that there are no syntax errors, while making changes.
11) Double click on “Simulate Behavioral Model” in the “Process Pane”, which will open the
ISim software with test bench loaded.
12) ISim simulator window will open with simulation executed where one can simulate
designs and check for errors.

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XI. Observation Table :

Inputs Output
A1 A2 B3 B2 B1 B0
0 0
0 1
1 0
1 1

XII. Resources Required

Sr. No. Instrument/ Components Specification Quantity

XIII. Conclusion:
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
XIV. Practical related questions
1) Design VHDL Code for 3 : 8 decoder using case statement.
2) Implement Binary to Gray Converter using Behavioral Model.

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 Digital Electronics (BTETC 303/ BTETL 306)

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 Digital Electronics (BTETC 303/ BTETL 306)

XV. Assessment Scheme

Sr. Rubrics
Performance Marks
No. no.
Process Related : 15 Marks
1 R1 Coding ability 5.0
2 R2 Debugging ability 2.5
3 R3 Follow ethical practices. 5.0
4 R4 Working in Team 2.5
Product Related : 10 Marks
6 R5 Correct writing of program 03
7 R6 Interpretation of simulation result 01
8 R7 Conclusion and Recommendation 01
9 R8 Answer to the practical related question 04
10 R9 Submission of report in time 01
Total : 25 Marks

Dated signature
Marks Obtained
of Teacher
Process Related Product Related Total
(15) (10) (25)

Sanjay Ghodawat Institute 81