1. ECE 353 Introduction to Microprocessor Systems Michael J. Schulte Week 1

2. Topics Introduction Technology Trends Course Administration Microprocessor Systems Overview Organization of Microprocessor Systems

3. Introduction Instructor Michael J. Schulte (schulte@engr.wisc.edu, 262-0206)schulte@engr.wisc.edu  Office Hours: Monday, Wednesday: noon-1:30pm in 4619EH Other times by appointment Teaching Assistants Bret Martin (bmartin@cae.wisc.edu)  Office hours: Friday: noon-1:00pm in B630EH Inge Yuwono (yuwono@cae.wisc.edu)  Office hours: Tuesday: 4:00-5:00pm in B630EH

4. Digital Technolgy For technology trends and challenges see International Technology Roadmap for Semiconductors (ITRS) website at: http://public.itrs.net/

5. Complexity Growth Source (Copp, Int. AOC EW Conf., 2002)

6. Reliability and Cost Reliability VLSI circuits are more reliable than ever—How do we continue on this path? Cost Products are more affordable as cost of digital components is dropping  2 MB flash memory ($2800.00, 1988)  256 MB flash memory ( $55.00, 2003) Must continue to contain the cost

7. Course Administration Text / Class Notes / Web ResourcesWeb Resources Course Supplement Course Objectives Bloom’s Taxonomy Examinations and Grading (Q&A)Q&A Documentation Standards Reference Information Available on course homepage and at Bob’s copy shop

8. Course Boot-Up Discussion Section: Originally on R from 5:00 to 6:00pm How about on W from 5:00 to 6:00pm? Midterm exams also on W from 5:00 to 6:30pm? Tentative Tutorial Schedule Assignments Read Chapters 1, 2.1-2.6 Homework #1 will be due Wednesday, February 2 nd (assigned early next week)

9.  P Systems Overview

10. Embedded Systems and Applications 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?  P System Structure Embedded System Design Flow Why have a structured design flow?

11.  P Systems Overview

12. *Semiconductor Industry Association (SIA projects 1 billion transistors produced per person by 2008.)

13. 1 Requirements Analysis User needs 2 Specification 3 System Architecture 4 HW Design 5 HW Implementation 6 HW Testing 4 SW Design 5 SW Implementation 6 SW Testing 7 System Integration 8 System Validation 9 O & M, Evolution

14. Why the 80C188EB? Many possible devices to study (or use!)… Intel, Motorola, Microchip, Atmel, TI, Zilog, ARM, Rabbit, Siemens, Hitachi, etc., etc. Considerations Installed base and software compatibility Development tool availability Complexity and architectural issues Computational capabilities Quality/availability of textbooks Why not use the Pentium 4 instead?Pentium 4

15. The x86 Evolution

16. Simple  P Architecture Register View Building Blocks and Signals Memory Cell Signal Conventions FF Implementation Registers Register Files Memory I/O

17. Data Transfers Basic Bus Organization and TimingTiming

18. Register View Register View of Register File Register View of Memory Volatile vs. nonvolatile memory Memory maps Register View of I/O Operational Registers Accumulator Flags

19. Wrapping Up Homework #1 due Wednesday 2/4 Reading for Week 2 Short 2.7-2.9, 3.1-3.4 Tutorial sessions in B540 EH Monday from 5:00 to 6:30 Thursday from 6:00 to 7:30

20. Simplified Pentium 4 Architecture

21. Tentative Tutorial Schedule Monday, January 24th TASM & DA tutorial5:00-6:30pmB540 EH Thursday, January 27th TASM & DA tutorial6:00-7:30pmB540 EH Sign-up sheets will be circulated in class and then posted outside 4619EH.

22. Data Transfer Timing

23. Bloom’s Taxonomy of Educational Objectives: Cognitive Domain Knowledge – the ability to recognize or recall information 1. Knowledge

24. Bloom’s Taxonomy of Educational Objectives: Cognitive Domain Comprehension – understand the meaning of information 1. Knowledge 2. Comprehension

25. Bloom’s Taxonomy of Educational Objectives: Cognitive Domain Application – use the information appropriately 1. Knowledge 2. Comprehension 3. Application

26. Bloom’s Taxonomy of Educational Objectives: Cognitive Domain Analysis – break the information into component parts and see relationships 1. Knowledge 2. Comprehension 3. Application 4. Analysis

27. Bloom’s Taxonomy of Educational Objectives: Cognitive Domain Synthesis – put the components together in a different way to form new products or ideas 1. Knowledge 2. Comprehension 3. Application 4. Analysis 5. Synthesis

28. Bloom’s Taxonomy of Educational Objectives: Cognitive Domain Evaluation – judge the worth of an idea, theory, or opinion based on criteria 1. Knowledge 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation Return

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

30. Memory Cell

31. Input Subsystem

32. Output Subsystem

33. Operational Registers