Post on 30-Mar-2015
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Digital technology roadmap
Digital Circuits & Systems
Chapter 1: Combinational
circuits
The theory basics and the classic 74 series / CMOS (SSI
& MSI) Chapter 2: FSM
Chapter 3: Dedicated processors
Advanced optional subjects or research
Chapter 4: Microcontrollers
(µC)
Systems on Programmable
Chip (SoPC)
Systems on Chip (SoC) &
ASICS(GA)
The versatile GAL22V10
(500 logic gates)
Altera/Lattice/Xilinx CPLD and FPGA
(2,5k – 100k logic gates)
Large Altera/Lattice/Xilinx
FPGA
(>100k logic gates)
PIC16/18 family
of microcontrollers
Introductory circuits & FSM
Application specific digital systems
(Datapath + control unit)
Digital processors and subsystems (peripherals)
Large volume of production
Professional applications in
Telecommunications Systems and Telematics
Schematics
&
VHDL
VHDL & C
Vend
or s
peci
fic d
esig
n flo
w to
ols
(MPLA
B, ass
embl
er, C
, sim
ulat
ion
Prote
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SM)
Elec
tric
al a
nd d
igita
l sim
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&
verif
icat
ion
usi
ng e
duca
tiona
l
boar
ds a
nd la
bora
torie
sA
ctiv
e H
DL
/ Mod
elSi
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Qua
rtus
II /
ispL
EVER
/ IS
E
2
Programmable logic devices and
VHDL
Microcontrollers
CSD competencies
EnglishEnglish
Oral and written communication
Oral and written communication
Team workTeam work
Self-directed learningSelf-directed learning
Project managementProject management
Lab skills
(Systematically design, analyse, simulate, implement, measure, report, present, publish on the web and reflect about … digital circuits and systems using state-of-the-art digital programmable devices, CAD/EDA software tools and laboratory equipment
And show all your achievements constructing your ePortfolio
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CSD systematic instructional design
Learning objectives and cross-curricular
skills
Activities and study time scheduling
After completing the course students have
to be able to …
Active methodologies
Continuous formative and summative
assessment
Course evaluation Coherence and
consistency
In and out of class timetable, problem-based learning, application project
Cooperative Learning, integrated learning of content and cross-curricular skills, Learning by doing
Individual and group assessing, every work sample counts and can be improved, group e-portfolio
Student questionnaires, and instructors processing
Repeated every term
Systematic procedures for solving assignments (plan, develop, simulate, prototype, measure, report)
No need of traditional exams
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Learning objectives
Chapter 1
Combinational circuits
Chapter 1
Combinational circuits
Chapter 2
Finite state machines
Chapter 2
Finite state machines
Chapter 3
Digital processor
Chapter 3
Digital processor
Chapter 4
Microcontrollers
Chapter 4
Microcontrollers
#6, #7, #8, #10
Cross-curricular objectives: #1, #2, #3, #4, #5
#9, #10, #11
#10, #12
#13, #14, #15
http://epsc.upc.edu/projectes/ed/CSD/index_CSD.html
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Chapter 1
Combinational circuits
(35 h) – 1.4 ECTS
Chapter 1
Combinational circuits
(35 h) – 1.4 ECTS
• Proteus-ISIS (Labcenter)
• Minilog, IC prog
• WolframAlpha
• VHDL
• ModelSim (Mentor
Graphics), Active HDL (Aldec)
• ISim (Xilinx)
• Synplicity Synplify synthesis (Synopsys)
• Altera Integrated Synthesis
• XST (Xilinx Synthesis tools)
CSD specific contentChapter 2
Finite state machines
(FSM)
(23h) – 0.92 ECTS
Chapter 2
Finite state machines
(FSM)
(23h) – 0.92 ECTS
Chapter 3
Digital processor
(Datapath + control unit)
(23h) – 0.92 ECTS
Chapter 3
Digital processor
(Datapath + control unit)
(23h) – 0.92 ECTS
Chapter 4
Microcontrollers
(C)
(69h) – 2.76 ECTS
Chapter 4
Microcontrollers
(C)
(69h) – 2.76 ECTS
• Quartus II (Altera)
• ispLEVER Starter or Classic (Lattice Semiconductor)
• ISE (Xilinx)
• Proteus-VSM (Labcenter)
• MPLAB (Microchip)
• HI-TECH C Compiler for PIC10/12/16 MCUs (Lite mode) (Microchip)
• Classic IC’s
• sPLD GAL22V10• ispLEVER Classic
• Programmable logic devices (CPLD and FPGA) from Altera, Lattice, Xilinx
• Training boards (UP2, DE2, Spartan 3AN Starter Kit, MachXO USB Starter Kit, NEXYS 2, etc.
• PIC 16F/18F family of microcontrollers
• Training boards PICDEM2+, etc.
Laboratory skills: signal generators, oscilloscopes, logic analysers, debuggers/programmers, etc. …Laboratory skills: signal generators, oscilloscopes, logic analysers, debuggers/programmers, etc. …
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Oral and written communication
Oral and written communication
• Microsoft Office
• Visio 2010
• Thunderbird
• CMapTools
• Gantt diagrams
CSD generic tools
EnglishEnglish Self-directed learning
Self-directed learning
Team work
Team work
• Google docs
• Google sites
• Web editing tools
• Proofing tools
• Google translate
• etc.
Project management
Project management
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Planning activities and study time in and out of the classroom (6
ECTS – 150 h)Activities(~problem solving all
the time)
Exercises (EX1 .. EX4)
Exercises (EX1 .. EX4)
Application project
Application project
Individual test
(IT1 .. IT4)
Individual test
(IT1 .. IT4)
ePortfolioePortfolio
Weekly study planWeekly study plan
Problem solving teamwork session at classroom (2 h)
Problem solving teamwork session at classroom (2 h)
Problem solving teamwork session at classroom /
laboratory (1 h)*
Problem solving teamwork session at classroom /
laboratory (1 h)*
Student-conducted teamwork sessions
(>6h)
Student-conducted teamwork sessions
(>6h)
Extra individual workExtra individual work
Gu
ided
learnin
g
Gu
ided
learnin
g
11.5 h per
week
11.5 h per
week
6 ECTS 6 ECTS
Problem solving teamwork session at laboratory (2 h)
Problem solving teamwork session at laboratory (2 h)
Self-d
irected
learnin
gS
elf-directed
learn
ing
13 weeks
13 weeks
* Guided academic activities
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Exercises and calendar on the CSD web
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The CSD Blog
http://digsys.upc.es/wp/wordpress/
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Activities Design of real world applications
Design using PLD/VHDL
Design using microcontrollers
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The content on the CSD web (units) is focused on problem solving
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Course timetable
AP: project
IM: improvementA : assessmentEX : exercise/problem
eP: e-portfolio IT: Individual unannounced test
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Cooperative Learning as the instructional method
• Positive interdependenceTeam members are obliged to rely on one another to achieve their common goal
• Individual accountabilityAll students in a group are held accountable for doing their share of the work and for mastery of all of the content to be learned
• Face-to-face promotive interactionGroup members providing one another with feedback, challenging one another’s conclusions and reasoning, and teaching and encouraging one another
• Appropriate use of collaborative skills Students are encouraged and helped to develop and practice skills in communication, leadership, decision-making, conflict management, and other aspects of effective teamwork
• Regular self-assessment of group functioningTeam members periodically assess what they are doing well as a team and what they need to work on for functioning more effectively in the future
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A typical 2-hour group work session
Questions from previous sessions or exercises
Introduction of new concepts or materials (generally, the problem to be designed)
Group work for revising concepts and planning exercises
Questions, discussion and general orientations
Group work for developing exercises
Conclusions and planning for the student-directed sessions outside the classroom
Up to 15 minutes
Up to 15 minutes
30 minutes
Up to 15 minutes
30 minutes
15 minutes
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A semi structured group e-portfolio organised to show your learning process and results
Cooperative group ePortfolio and instructor’s feedback
16An excellent way for showing evidence of what you’ve learnt
An ePortfolio organised according the subject’s cross-curricular skills to show your achievements (http://electronicportfolios.com/balance)
Showcase ePortfolio
Table of contents 1. Course, purpose, audience and structure 2. A list of hardware/software tools and laboratory equipment and examples on the way you’ve been using them
3. Work samples and reflection for the cross-curricular skills 1. 3rd language (English) 1. An active reading of a paper or a book unit 2. A written assignment in English 3. Exam solution 2. Team work 1. Learning an electronic design automation (EDA) tool in group 2. An example of a group assignment 3. Oral and written communication 1. A concept prepared to learn the design flow for a digital circuit 2. A peer-reviewed written assignment 3. An oral presentation in class
4. Self-directed learning/project management 1. Example of a project organisation and development 2. Example of a unit or lesson studied autonomously. General reflection and conclusions
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Assessment is not a mechanism for verifying student knowledge, but an stimulus to guarantee that (motivated) students will do the group tasks which lead them to learn the content and skills
Student assessment
Every piece of work counts for the final grade
• Final exams are no longer needed
Assessment is another learning activity integrated in the course dynamics ePortfolio
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Assessment scheme
%AP%eP%AP%IT%EXQ 10&15202530
Exercises
+Individual
test
+ Application Project
+e-Portfolio
+
Participation and attitude
6 deliverables with optional improvement
4 individual “unannounced
” exams
Includes an oral presentation and a written report
Rubrics and examples from previous terms, facilitates assessing and giving fast feedback
Examples to demonstrate content
learning, cross-curricular skills
development and reflection
Continuous assessment: you’ll always know where you are and what you have to do to improve
Ep1: Week 9, 5%
Ep2: Week 14 , 10%
Oral: 12.5%
Written doc: 7.5%
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Assessment scheme
Exercises (30%)Individual Test (25%)
EX1A , EX1B, EX1C IT1
A remark on the Exercises assessment: There is a link between the IT and the EX:
EX2 IT2
EX3 IT3
EX4 IT4
The EX will have a preliminary group grade. In order to get its final grade, students have to pass the corresponding IT. If a given student fail its IT, its EX will be graded with a “4”.
At week 9 there will be another opportunity to pass or improve IT1 and IT2. IT3 and 4 can be assessed again at week 14.
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Course evaluation and processing
Learning objectives and cross-curricular
skills
Activities and study time scheduling
Active methodologies
Continuous formative and summative
assessment
Course evaluation Coherence and
consistencyStudent questionnaires, and instructors processing
This quality cycle has to be repeated every term
The evaluation’s aim is to prepare a plan with specific actions to improve teaching in upcoming courses (problems redesigning, timetable scheduling, workload, teaching materials, new software, demonstration exercises, etc.)
CSD WEB page