Presentation on theme: "ECE 353 Introduction to Microprocessor Systems"— Presentation transcript:
1 ECE 353 Introduction to Microprocessor Systems Week 1Michael G. Morrow, P.E.
2 Topics Introduction Course Administration Microprocessor Systems Overview
3 Introduction Instructor Teaching Assistant Michael MorrowOffice Hours (3537EH) also posted on web pageMonday 8:30-9:30pmTuesday 10:00am-11:00am , 1:00-2:00pmWednesday 2:30pm-4:30pmFriday 8:00am-9:00amOther times by appointment / drop-in (look at web schedule for conflicts)Teaching AssistantDan SeemuthOffice Hours posted on web pageMonday & Wednesday, 12:00-2:00pm, in 3650EH
4 Course Administration Course ObjectivesBloom’s TaxonomyCourse ScheduleText / Class Notes / Web PageDiscussion SectionHomeworkExaminations and Grading (Q&A)Documentation StandardsReference Information
5 Course Boot-Up Tutorial Schedule Initial Student Survey Assignments Complete and turn in today.AssignmentsComplete Solomon-Felder Learning Styles Assessment (link on course web page) and turn in print-out of results on Friday.Log on to and complete first pre-quiz before Monday’s class.Homework #1 will be due Wednesday 9/17.
7 P Systems Overview *Semiconductor Industry Association (SIA projects 1 billion transistors produced per person by 2008.)
8 P Systems Overview Embedded Systems and Applications Terminology Embedded microprocessors account for about 94% of all microprocessor sales.Embedded microprocessors extend over a much larger performance range than PC’s.TerminologyGP Systems vs. Embedded SystemsWhat are the key design parameters?
9 P Systems Overview Basic microprocessor system structure Central processing unit (CPU)MemoryInput/Output (I/O)System busA microcontroller or SoC will include some or all components on the same chip as the CPU.
10 Why the ARM? Many possible devices to study (or use!)… Considerations Intel, Motorola, Microchip, Atmel, TI, Zilog, Philips, Rabbit, Siemens, Hitachi, AMD, etc.ConsiderationsInstalled base and software compatibilityDevelopment tool availabilityComplexity and architectural issuesComputational capabilitiesWhy not use the Pentium 4 instead?
11 1 Requirements Analysis System DesignUser needs1 Requirements Analysis2 Specification3 System Architecture4 HW Design4 SW Design5 HW Implementation5 SW Implementation6 HW Testing6 SW Testing7 System Integration8 System Validation9 O & M, Evolution
12 Microprocessor System Design Options Discrete microprocessor/microcontrollerSystem-on-Chip (SoC)ASICProgrammable logicSoft coresHard coresSpecialized microprocessorsDigital signal processorsNetwork processors
13 Wrapping Up Homework #1 due Wednesday 9/17 Reading for Week 2 Cady Ch. 2-3AARM Preface, Ch. 1ARM7 Ch. 1Sign up for the tutorial!
15 Tutorial Schedule Sign-up sheets will be posted outside 3537EH. TBAday, September ?, 2007Keil uVision3 tutorial ?:00-?:30pm ????EH
16 Bloom’s Taxonomy of Educational Objectives: Cognitive Domain Bloom classified educational objectives into 6 semi-dependent levels. This is not an absolute – it is just a well-reasoned approach with experimental data to support it. There are many who take exception to this as a description of how people learn and what they learn, but nonetheless it is a very useful model for what we are trying to do (write instructional objectives!)The lowest level, knowledge, is the ability to recognize or recall information. This also could be thought of as acquiring the necessary vocabulary to engage in a discussion on a subject.1. KnowledgeKnowledge – the ability to recognize or recall information
17 Bloom’s Taxonomy of Educational Objectives: Cognitive Domain 2. ComprehensionThis goes beyond simply knowing a list of terms, but understanding their meaning. Learning at this level would give the student the ability to explain or paraphrase the information.1. KnowledgeComprehension – understand the meaning of information
18 Bloom’s Taxonomy of Educational Objectives: Cognitive Domain 3. Application2. ComprehensionAt this level, the student is able to apply the information to a given situation; typically this would be evidenced by the ability to solve a problem.1. KnowledgeApplication – use the information appropriately
19 Bloom’s Taxonomy of Educational Objectives: Cognitive Domain 4. Analysis3. Application2. ComprehensionA student at this level of learning is able to use the information to analyze a situation and understand the relationships involved. This would give them the ability to compare or classify a different circumstance in terms of what they know.1. KnowledgeAnalysis – break the information into component parts and see relationships
20 Bloom’s Taxonomy of Educational Objectives: Cognitive Domain 5. Synthesis4. Analysis3. Application2. ComprehensionTaking what they know to create something new. Students at this stage are doing design.1. KnowledgeSynthesis – put the components together in a different way to form new products or ideas
21 Bloom’s Taxonomy of Educational Objectives: Cognitive Domain 6. Evaluation5. Synthesis4. Analysis3. Application2. ComprehensionStudents at this stage can use their knowledge to evaluate a circumstance, select from among alternatives, and justify their choice. This is also often seen as the ability to optimize a given process/situation.The last three levels of learning are typically considered higher-level thinking skills – although we often concentrate much more heavily on the first three in undergraduate education.1. KnowledgeEvaluation – judge the worth of an idea, theory, or opinion based on criteriaReturn
22 Questions...Midterm Exam #3Final Exam… and answers