Digital Systems 4: High Speed Systems

This subject has the following teaching availabilities in 2008:

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Student Support and Engagement Policy, academic requirements for this subject are articulated in the Subject Overview, Learning Outcomes, Assessment and Generic Skills sections of this entry.

It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and Student Equity and Disability Support: http://services.unimelb.edu.au/disability

On completion of this subject, students should have an understanding of some advanced topics in digital system design, taken from the following.

Timing in digital systems - clock distribution, including sources and management of skew; metastability and synchronisation; the effect of loading; synchronous and asynchronous bit level transport, including line coding, scrambling, clock recovery, timing requirements, jitter (sources and effect), jitter filtering and bit stuffing.

Noise in digital systems - signal referencing; grounding; crosstalk; simultaneous switching; power supply distributions and related issues including impedance of parallel planes, loss and damping, impedance control over frequency, decoupling and interaction of lumped and distributed impedances.

Interfacing to the analogue world - sample and hold circuits; techniques for converting between analogue and digital representations of signal; noise analysis and quantisation effects.

Information Not Available

This subject is not available as a breadth subject.

• ability to apply knowledge of basic science and engineering fundamentals

• ability to communicate effectively, not only with engineers but also with the community at large

• in-depth technical competence in at least one engineering discipline

• ability to undertake problem identification, formulation and solution

• ability to utilise a systems approach to design and operational performance

• ability to function effectively as an individual and in multi-disciplinary and multi-cultural teams, with the capacity to be a leader or manager as well as an effective team member

• expectation of the need to undertake lifelong learning, capacity to do so

• capacity for independent critical thought, rational inquiry and self-directed learning

• intellectual curiosity and creativity, including understanding of the philosophical and methodological bases of research activity