EMBEDDED ASSESSMENT OF MICROCOMPUTER FUNDAMENTALS FOR EMBEDDED SYSTEMS EDUCATION

摘要

Traditionally, computer architecture/computer engineering curricula have emphasized general purpose computing when teaching hardware and software fundamentals. Effectively teaching design of special purpose embedded computing systems requires a different educational emphasis. The microcomputers class forms the foundation for emphasizing embedded systems in a curriculum. The IEEE/ACM Model curriculum identifies certain topics must be emphasized when teaching embedded systems. Because control applications are typical examples in embedded systems, one emphasis must be on communications protocols with other devices such as RS-232, SPI, IIC, or CAN. Similarly, for interactions with the non-digital world, another emphasis must be on analog-to-digital and digital-to-analog conversion. Because so many control applications are time-critical, another emphasis must be on timing and interrupts. The role of this class and laboratory is presented in the context of the author's experience of its impact on Embedded Systems education throughout the Computer Engineering curriculum at The University Of Alabama. A successful case study of applying course embedded assessments to measuring the Embedded Systems topics is presented. Discussion includes a description of the assessments used to gauge this impact and the interaction of this course with the curriculum as a whole.