1. ECE 353 Introduction to Microprocessor Systems
Week 1
Michael G. Morrow, P.E.

2. Topics Introduction Course Administration
Microprocessor Systems Overview

3. Introduction Instructor Teaching Assistant
Michael Morrow
Office Hours (3537EH) also posted on web page
Monday 8:30-9:30pm
Tuesday 10:00am-11:00am , 1:00-2:00pm
Wednesday 2:30pm-4:30pm
Friday 8:00am-9:00am
Other times by appointment / drop-in (look at web schedule for conflicts)
Teaching Assistant
Dan Seemuth
Office Hours posted on web page
Monday & Wednesday, 12:00-2:00pm, in 3650EH

4. Course Administration
Course Objectives
Bloom’s Taxonomy
Course Schedule
Text / Class Notes / Web Page
Discussion Section
Homework
Examinations and Grading (Q&A)
Documentation Standards
Reference Information

5. Course Boot-Up Tutorial Schedule Initial Student Survey Assignments
Complete and turn in today.
Assignments
Complete 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.

6. P Systems Overview

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.
Terminology
GP Systems vs. Embedded Systems
What are the key design parameters?

9. P Systems Overview Basic microprocessor system structure
Central processing unit (CPU)
Memory
Input/Output (I/O)
System bus
A 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.
Considerations
Installed base and software compatibility
Development tool availability
Complexity and architectural issues
Computational capabilities
Why not use the Pentium 4 instead?

11. 1 Requirements Analysis
System Design
User needs
1 Requirements Analysis
2 Specification
3 System Architecture
4 HW Design
4 SW Design
5 HW Implementation
5 SW Implementation
6 HW Testing
6 SW Testing
7 System Integration
8 System Validation
9 O & M, Evolution

12. Microprocessor System Design Options
Discrete microprocessor/microcontroller
System-on-Chip (SoC)
ASIC
Programmable logic
Soft cores
Hard cores
Specialized microprocessors
Digital signal processors
Network processors

13. Wrapping Up Homework #1 due Wednesday 9/17 Reading for Week 2
Cady Ch. 2-3
AARM Preface, Ch. 1
ARM7 Ch. 1
Sign up for the tutorial!

14. Simplified Pentium 4 Architecture

15. Tutorial Schedule Sign-up sheets will be posted outside 3537EH.
TBAday, September ?, 2007
Keil 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. Knowledge
Knowledge – the ability to recognize or recall information

17. Bloom’s Taxonomy of Educational Objectives: Cognitive Domain
2. Comprehension
This 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. Knowledge
Comprehension – understand the meaning of information

18. Bloom’s Taxonomy of Educational Objectives: Cognitive Domain
3. Application
2. Comprehension
At 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. Knowledge
Application – use the information appropriately

19. Bloom’s Taxonomy of Educational Objectives: Cognitive Domain
4. Analysis
3. Application
2. Comprehension
A 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. Knowledge
Analysis – break the information into component parts and see relationships

20. Bloom’s Taxonomy of Educational Objectives: Cognitive Domain
5. Synthesis
4. Analysis
3. Application
2. Comprehension
Taking what they know to create something new. Students at this stage are doing design.
1. Knowledge
Synthesis – put the components together in a different way to form new products or ideas

21. Bloom’s Taxonomy of Educational Objectives: Cognitive Domain
6. Evaluation
5. Synthesis
4. Analysis
3. Application
2. Comprehension
Students 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. Knowledge
Evaluation – judge the worth of an idea, theory, or opinion based on criteria
Return

22. Questions...
Midterm Exam #3
Final Exam
… and answers