Post on 20-Dec-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
us-V
SM)
Elec
tric
al a
nd d
igita
l
sim
ulat
ion
& v
erifi
catio
n
educ
atio
nal b
oard
sA
ctiv
e H
DL
/ Mod
elSi
m
Qua
rtus
II /
ispL
EVER
/ IS
E
2
Digital systems and VHDL
Digital systems and VHDL
MicrocontrollersMicrocontrollers
CAD/EDA, laboratory
software and tools
CSD competencies
EnglishEnglish
Oral and written communication
Oral and written communication
Team workTeam work
Self-directed learning
Self-directed learning
Report edition, presentation and
publishing
ePortfolio edition
Project management
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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 competencies,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
Method for solving assignments
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
(34.5 h) – 1.38 ECTS
Chapter 1
Combinational circuits
(34.5 h) – 1.38 ECTS
• Proteus-ISIS (Labcenter)
• Minilog
• WolframAlpha
• IC prog
• VHDL
• ispLEVER Classic (Lattice Semiconductor)
• ModelSim (Mentor
Graphics), Active HDL (Aldec)
• Synplicity Synplify synthesis (Synopsys)
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
(OU + CU)
(23h) – 0.92 ECTS
Chapter 3
Digital processor
(OU + CU)
(23h) – 0.92 ECTS
Chapter 4
Microcontrollers
(C)
(69h) – 2.78 ECTS
Chapter 4
Microcontrollers
(C)
(69h) – 2.78 ECTS
• Quartus II (Altera)
• ispLEVER Starter (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
• Programmable logic devices (CPLD and FPGA) from Altera, Lattice, Xilinx
• Training boards (UP2, DE2, Spartan 3AN Starter Kit, MachXO USB Starter Kit, etc.
• PIC 16F family of microcontrollers
• Training boards PICDEM2+, etc.
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Oral and written communication
Oral and written communication
• Microsoft Office
• Visio
• Thunderbird
• CMapTools
• Gantt diagrams
• Google docs
CSD generic tools
EnglishEnglish Self-directed learning
Self-directed learning
Team workTeam work
• Proofing tools
• Web editing tools
• Google sites
• Google translate
• Etc.
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Planning activities and study time inside and outside the classroom
(ECTS)Activities(~problem solving)
A PBL and CL course means training students for master degrees
ExercisesExercises
Application project
Application project
Individual assessment
Individual assessment
ePortfolioePortfolio
Weekly study planWeekly study plan
Problem solving teamwork session
(2 h)
Problem solving teamwork session
(2 h)
Guided academic activities (1 h)
Guided academic activities (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
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Activities Design of real world applications
Designed using PLD/VHDL
Designed using microcontrollers
9EX : exercise/problem C : correction IM: improvement AP: project PO: portfolio
Course timetable
W1 W2 W3 W4 W5 W6 W7 W8 W9 W10 W11 W12 W13 W14 W15 W16 W17 W18 W19 W20
9/9-10 9/14-18 10/26-30 11/2-6 11/9-13 12/14-18 12/21-22 1/11-15 1/18-25
INTRO
EX1 C1 IM1 EX5 C5 IM5
EX2 C2 IM2 IM2 EX6 C6 IM6
EX3 C3 IM3
EX4 IM4
AP AP-PPO
MI-1 MI-2 MI-3 MI-4 MI-5
Send any comments to: francesc.josep.sanchez@upc.edu, jordana@eel.upc.edu
Chapter 4: MicrocontrollersChapter 1: Combinational circuits
(81 hours of study time) 69 hours of study time)
ELECTRONICS I (E1) - 10-11 Q1 Weekly agenda of activities (main details)
Extra m
inimum
s' exam (1-3)
Extra m
inimum
s' exam (1 - 5)
Christm
as
New
Year
Chapter 2: FSMChapter 3: Digital processor
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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 sessions
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 the autonomous session 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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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%PO%AP%MI%EXQ 10&15202530
Exercises
+Individual controls
+ Application Project
+e-Portfolio
+
Participation and attitude
6 deliverables with voluntary improvement
5 individual unannounced
exams
Includes an oral presentation and a written report
Very important: rubrics for correcting and fast feedback
Examples to demonstrate cross-
curricular skills development and
reflection
Students have to pass all the 5 minimums in order to pass the course
14An excellent way for showing evidences of what have been learned
Semi-structured group portfolio organised according the subject’s cross-curricular skills
Cooperative group ePortfolio
Table of contents
1. Course, purpose, audience and structure 2. A list of hardware/software tools 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 1. Example of a project organisation and development 2. Example of a unit or lesson studied autonomously 4. General reflection and conclusions
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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 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