60 Second Timer/Now Serving Display Rubric

Criteria

98%
(Excellent)

NAME: _______________________________Partners Name: _______________________ Section: ___

General Strategy and Wiring Procedure

Students clearly mentioned all of the required elements in the general

approach to the chosen project (devices used - SSI/MSI, count range,
count requirements/limit, reset element, count advance).
Students wiring procedure details all of the steps required to: build
the SSI counter for the given range & build the MSI counter for the
given range & use additional logic to connect the MSI and SSI circuits
& advance/stop the count as specified & be able to reset the circuit

85%
(Very
Good)

70%
(Good)

Students clearly mentioned all of the required elements in the general

approach to the chosen project (devices used - SSI/MSI, count range,
count requirements/limit, reset element, count advance).
Students wiring procedure details the majority of the steps (except for
one element) required to: build the SSI counter for the given range &
build the MSI counter for the given range & use additional logic to
connect the MSI and SSI circuits & advance/stop the count as specified
& be able to reset the circuit

Students clearly mentioned some of the required elements in the

general approach to the chosen project (devices used - SSI/MSI, count
range, count requirements/limit, reset element, count advance).
Students wiring procedure details the steps (except for two or more
elements) required to: build the SSI counter for the given range & build
the MSI counter for the given range & use additional logic to connect
the MSI and SSI circuits & advance/stop the count as specified & be
able to reset the circuit

55%
(Requires
Revision)

It is unclear whether elements in the general approach to the chosen

project (devices used - SSI/MSI, count range, count requirements/limit,
reset element, count advance, count advance) are mentioned.

MultiSim Simulation

Hot Seat- Showing

Understanding of the Project
(Sample Questions on Back)

Circuit Modification
(Sample Modifications on
Back)

The count range of specified design

simulation tests correctly. Design
constraints met. The seven segment displays
show the expected values for the output.
Circuit meets the following requirements:
advances/stops as required at the specified
point in the count & correct values are
captured and set & reset is present & reset
can be activated.

Both students are able to correctly

answer a minimum of three
questions related to their circuit.
Students are able to give well
thought out responses as to the
reasoning for the parts chosen and
their placement within the circuit
using appropriate vocabulary.

Students were successfully

able to build their specified
modification to the circuit
design assigned. Students
were able to give a thorough
explanation of their
reasoning behind their design
modification choices.

The count range of specified design

simulation tests correctly. Design
constraints met. The seven segment displays
show the expected values for the output.
Circuit meets all but one of the following
requirements: advances/stops as required at
the specified point in the count OR correct
values are not captured and set OR reset is
not present OR reset cannot be activated.

Both students are able to correctly

answer a minimum of three
questions related to their circuit.
Students are able to give responses
but may not be able to give clear
answers for all the questions posed
as to the reasoning for the parts
chosen and their placement within
the circuit using appropriate
vocabulary.

Students were successfully

able to build their specified
modification to the circuit
design assigned. Students
were not able to completely
explain their reasoning for
their design modification
choices or execution.

The count range of specified design

simulation may not test correctly. Design
constraints may not have been met. The
seven segment displays show the expected
values for the output. Circuit misses two or
three of the following requirements:
advances/stops as required at the specified
point in the count OR correct values are
captured and set OR reset is present OR
reset can be activated.

Both students are able to correctly

answer two out of three questions
related to their circuit. Students are
able to give responses as to some
of the reasoning for the parts
chosen or the reason for their
placement within the circuit.
Answers are not well thought out.

Students were not able to

build their specified
modification to the circuit
design assigned. However,
students were able to explain
some of their reasoning for
their design modification
choices.

Two counters are working separately but

are not connected to each other.

Both students are not able to

correctly answer at least two
question related to their circuit.
Students are unable to give well
thought out responses as to the
reasoning for the parts chosen or
their placement within the circuit.

Students were not able to

build their specified
modification to the circuit
design assigned. Students
were unable to explain their
reasoning for their design
choices.

Students wiring procedure details very few of the steps required to:
build the SSI counter for the given range & build the MSI counter for
the given range & use additional logic to connect the MSI and SSI
circuits & advance/stop the count as specified & be able to reset the
circuit

*Note if a student receives 98% for ALL categories the grade is a 100%

Score: ______/100

Sample Questions: *Questions subject to change.

How would you explain the function of a specified wire?
How does the Reset work within your circuit?
What does the 74LS48 component do? Of the inputs AD, which are the
LSB and MSB?
Sample Modifications: *Modifications subject to teachers discretion.

Build one of the following:

o 0-70 Timer
o Count 0-60 in Base 7, 8, or 9
o Switch the MSI and SSI place values
o 12 Hour Clock
o 99-00 Down Count
o 00-55 Up Count

Sample Question

Sample Answer

~1PR
1J

1Q

1CLK
1K

~1Q
~1CLR

What does this wire do?

The wire connected to

Vcc means that the
inputs for J and K are
both 1. According to the
JK Flip-Flop excitation
table, when J=K=1, the
flip-flop means Toggle.
So on the next falling
edge of the clock, output
Q will toggle.