MICROPROCESSOR SYSTEMS LAB

(Date of document: 14 Sept 2011)

Course Code Course Status Level Semester Taught Credit Pre-requisites Assessments

: : : : : : :

EEEB371 Core Degree 6 1 Microprocessor Systems (EEEB373) Experiment 1 - 3 Experiment 4 - 8 Mini Project Practical Exam 15% 25% 30% 30%

Lecturers

Fairuz Abdullah, Ayuniza Ahmad, Dr Jamaludin Omar and Zulkifli Ishak

Course Description

Introduction to PIC18F458 microprocessor and micro-controller architecture, operation, and application of microprocessor/microcontroller; microprocessor programming; address decoding; systems timing; interrupts; memory interfacing; parallel, serial, and A/D converter.

Course Objectives

1) To have the basic idea in the development of micro-controller embedded systems and stand-alone systems. 2) To be familiar with MPLAB IDE and MicroC and its operating system. 3) To have the hand-on practical experience in assembly language programming of input/output (I/O), software and hardware interrupts, analog to digital conversion, and programmer timer. 4) To enhance their understanding and appreciation of microprocessors through developments of simple application of micro-controller during the laboratory experiments.

Course Outcomes

: PO1 PO2 PO3 PO4 PO5 PO6 PO7 X PO8 PO9 PO10 PO11

Course Outcomes 1. Familiarize PIC board, using simulator and assembler to analyze PIC assembly language. 2. Complete the process of writing program, compile, download, and execute program. 3. Perform the interfacing of microcontroller with external input output circuit. 4. Design and construct a microcontroller based application. 5. Produce full report of microcontroller based application. 6. Demonstrate the understanding on Microcontroller based design via oral presentation. 7. Express ability to work in a team.

X X X

X X

Assessments Lab (1-3) Lab (4-8) Mini Project Practical Exam

CO1 25 40

CO2 25 27 60

CO3 23

CO4

CO5 50 50 23

CO6

CO7

31

38

Course Outline & Tentative Schedule: Week 1 Experiment Introduction to EEEB371. Course syllabus and outline; course evaluation and grading system; report guideline. 2 3 4 5 6 7 8 9 10 11 12 13 14 References Lab 1: Introduction to PICmicro MCU Worksheet Lab 2: Assembler and Simulator Lab 3: Data Manipulation Lab 4: Input Output Programming Lab 5: Interrupt Lab 6: Introduction to MikroC Lab 7: ADC Lab 8: USART Mini project Mini project Mini project presentation Study Week Final Exam : Submit mini project report should be submitted at the end of each lab session. Remarks

1. PIC Microcontroller: An Introduction to Software and Hardware Interfacing, Han-Way Huang, Thomson Delmar Learning, 2005.

Course Design and Evaluation: The course consists of eight (8) guided experiments. Students are expected to attend all laboratory sessions and perform these experiments and attendance will be taken. Make up lab will not be offered unless you have a VERY STRONG reason for not attending the session. Students are also expected to be on time and to remain in the laboratory until at the end of the session or given permission to leave by the instructor. Students have to complete and hand-in all eight worksheets for all experiments. Since the worksheets handed-in at the end of the laboratory session, students are strongly encouraged to read and understand the procedures for the experiment in advanced. In order to reduce the load and task of the students, all the worksheets are to be done in a group of two. Hence, each group is required to submit only one (1) worksheet. For mini project the students are required to form a group of four (4). Each group is required to produce one (1) mini projects report and should be submitted on same day of the presentation. Below is the breakdown of the course evaluation: 1. Eight worksheets (30 points for lab report and 30 points for lab skills): a. Experiment 1 b. Experiment 2 c. Experiment 3 d. Experiment 4 e. Experiment 5 f. Experiment 6 g. Experiment 7 h. Experiment 8 2. Mini Project 3. Final Exam 60 points 60 points 60 points 60 points 60 points 60 points 60 points 60 points 65 points 50 points Total 30% 30% 100% 40%

Laboratory Report (PO8 Psychomotor Level 1,2,3,4 & 5)

Scale Blooms Level Criteria 1 1(Perception) Poor Limited Sections out of order, sloppy formatting. Frequent grammar and/or spelling errors, writing style is rough and immature. No relevancy No background information provided or information is incorrect. Objectives are not stated. 2 2 3 3(Guided Response) Acceptable Demonstrate usage Sections in order, formatting is rough but readable. Occasional grammar/spelling errors, generally readable with some rough spots in writing style. Some relevancy Some introductory information, but still missing some major points. Objectives are not clearly stated. Sufficient Procedure is mostly copied from the lab description, with little attempt at brevity. Fairly organized Most data, figures, graphs, tables are presented, some still missing important or required features. 4 4 5 5(Complete Overt Response) Excellent Mastery of tools All sections in order, wellformatted, very readable. All grammar/spelling correct and very well-written.

A.Appearance, formatting and grammar/ spelling.

B.Introduction and objective

All relevant contents Introduction complete and well-written; provides all necessary background principles for the experiment. Objectives are clearly stated. Accomplished Procedure is a summary of each of the steps taken in completing the lab. It is NOT an exhaustive description containing minute detail. Well organized All data, figures, graphs, tables are correctly drawn, are numbered and contain titles/captions.

C.Procedure

Inadequate Procedure is missing altogether, or missing important steps. Unorganized Figures, graphs, tables contain errors or are poorly constructed, have missing titles, captions or numbers, units missing or incorrect, etc. Inadequate Very incomplete or incorrect interpretation of trends and comparison of data indicating a lack of understanding of results. Inadequate Conclusion is missing, or is in conflict with the students experimental results.

D.Results: data, figures, graphs, tables, etc.

E.Discussion

Sufficient Some of the results have been correctly interpreted and discussed; partial but incomplete understanding of results is still evident. Sufficient Conclusion is present, and does not conflict with the students experimental findings, but fails to address the theoretical basis for the lab.

Accomplished All important trends and data comparisons have been interpreted correctly and discussed; good understanding of results is conveyed. Accomplished The conclusion succinctly describes what can be concluded from the experimental results. It is aligned with well-written objectives at the beginning of the lab.

F.Conclusions

Laboratory/Experimental Skills (PO7 Psychomotor Level 1,2,3,4 & 5)

Scale Blooms Level Criteria 1 1(Perception) Poor Need supervision Most materials needed were not obtained during the experiment. Preparation and set up were not evident. Materials used inappropriately significant waste. Need assistance Demonstrated little or no ability to conduct experiments. Insufficient Measurements were incomplete, inaccurate, and imprecise. Observations were incomplete or not included. Symbols, units, etc. were not included. Work was chaotic. Unorganized All equipments were not kept at the designated area. Workstation was left untidy. 2 2 3 3(Guided Response) Acceptable Fair execution Most materials needed were gathered prior to starting the experiment. Experiment was set up in a fairly organized manner. Materials used appropriately little waste. Fairly independent Demonstrated adequately ability to conduct experiments. 4 4 5 5(Complete Overt Response) Excellent Excellent execution All materials/equipments needed were gathered prior to starting the experiment. Experiment was set up in an organized manner. Materials used appropriately not wasteful. Fully independent Demonstrated superior ability to conduct experiments.

A. Set up of experiment

B.Conduct of experiment

C.Data collection

Sufficient Measurements were mostly accurate. Observations were complete. Some minor errors using symbols, units, etc. Work was organized.

Excellent Measurements were both accurate and precise. Observations were detailed. Included appropriate symbols, units, etc. Work was neat and organized.

D.Workstation

Fairly organized Part of the equipments was kept at the designated area. Workstation was left partially tidied. Sufficient safety practice Lab was carried out with some attention to relevant safety procedures. The setup, experiment, and teardown posed no safety threat to any individual or equipment, but several safety procedures needed to be reviewed. Fairly organized Good time management. Focus was lost on several occasions.

Well organized All equipments were placed at the designated area and the workstation was left clean and tidy.

E. Safety

No safety practice Safety procedures were ignored and/or some aspect of the experiment posed a threat to the safety of the equipment, student or others.

Complete safety practice Lab was carried out with full attention to relevant safety procedures. The set-up, experiment, and tear-down posed no safety threat to any individual or equipment.

F. Observe Time Management

Unorganized Poor time management, lab was not completed in time.

Well organized Excellent time management and focused attention on the experiment.

Report Guideline: A. Full Report (Mini project) Students are required to type the reports using a word processor. The long report should contain the following information: a. Cover Page Title of the subject, section, current semester, title of project, your name, ID, your group members name and ID. Table of content Project specifications Block diagram of the whole project (Cleary showing the inputs and outputs). A brief description on the operation (The interaction between the input and output) based on block diagram Design Development & Programming Phase Hardware design ( Cleary indicate input and output) Overall simplified flow chart base on operation description and complete flow chart to describe the code operation. Detail explanation of the flow chart to describe the interaction of input and output. Testing Hardware testing procedure (simple program to test hardware) Simple program testing procedure (block of simple program tested). Overall program testing procedure Result and discussion Result of hardware testing Result of simple program testing Result of overall program testing Discussion on the expected result and the actual result (Explain the similarity or differences of expected result and actual result based on theory. Note: These arguments must be justified otherwise it is called whining!) Conclusion State how much of the specifications have been met based on summary of result and discussion. Suggest further developments. Appendix Schematic diagrams HEX file File listing Important part of data sheets for hardware components

b. c.

d.

e.

f.

g.

h.

Plagiarism: Adopting, reproducing or copying others' work, ideas, words or statements without an appropriate acknowledgement constitutes plagiarism and will be heavily penalized. It will affect your final grade.

EEEB371: MICROPROCESSOR SYSTEM LAB MINI PROJECT SEMESTER I 2011/2012 Project groups Each group will consist of four (4) people. You may choose your own group members. Please submit list of team members and your mini projects title to instructor. Project proposal th Project proposal should be submitted on the 4 week. It should include the project title, list of members, work breakdown and project schedule. Program design This is an open-ended project. You are encouraged to be creative and develop the project as best as you can. However, you are expected to meet the purpose of the task. Basic specifications of the mini project require the usage of interrupt, I/O ports and timers. Hardware implementation You are expected to implement your program, provided some or all of it works. You are expected to determine the required input and output peripheral devices. The college only will provide the required components if deemed reasonable. Please submit your requirements list to lab technician. If you choose to, you may purchase your own components the college will not provide funds for this. Project Weighting Your mini project will contribute 30% to the course. Each member will receive the same score unless there is strong objection from any team member. Therefore, everyone is expected to deliver an equal amount of work. The project will be evaluated based on rubrics scale: Oral/Presentation Skills ( 25 points individual point) Each group will be allocated a 15 minutes slot to demo and present their project and each group member is required to take part. During the presentation, the group will give an overall view of their program describe in general the program design and implementation. Mini projects report (15 points) You need to submit full report that includes project specifications, schematic diagrams and program description (you need to give technical detail here). Your report should have an appendix for program listing, component data sheets, etc. the reader should be able to reconstruct your project from this report. The cover page should list the names of team members. Please refer to the full report guidelines to write this project report. Teamwork and Leadership ( 25 points individual point) Peer evaluation will be done for each of the group.

Oral/Presentation Skills (PO8 Psychomotor Level 1,2,3,4 & 5)

Scale Blooms Level Criteria 1 1(Perception Poor No relevancy Insufficient in the components of a presentation and not within the required scope. Limited use of presentation tools Blurry pictures, too many texts, small font size. No effort is seen in the usage of effective presentation tools. No practise Poor command of language, improper usage of grammar. Taught process is vague. Self-interrupted presentation. 2 2 3 3(Guided Response) Acceptable Present some relevant contents Presentation must be relevant to the scope and consist of the following: 1. Introduction 2. Main ideas 3. Discussion & conclusion 4 4 5 5(Complete Overt Response) Excellent Present all relevant contents Apart from Satisfactory, extra elements are included, such as concise abstract, appendix, proper & sufficient references, TOC, etc. Mastery of presentation tools Extra effort in the manipulation of aids and effectively attract and capture attention of audience. E.g. flash, macromedia applications, include the use of multi-application tools. Advanced execution Highly competent in the usage of language. Excellent intonation /voice control. Spontaneous without referring to flashcards/notes. Advanced execution Excellent usage of body gestures to capture the attention of the audience. Highly confident. Presentation is appropriately distributed in time according to the content. Confident All questions can be answered confidently and calmly, with justification.

A.Relevancy of content

B.Presentation tools

Demonstrate the ability to use presentation tools The use of proper audio visual aids, e.g. OHP, PowerPoint, video, LCD, etc.

C.Fluency

Good execution Good command of the use of the language. Able to organise the thought process according the content. Flow of presentation is continuous.

D.Style/ delivery

No practise Very rigid, monotone voice. Not good time keeping.

Good execution Gestures (body language) / psychomotor is in accordance to the content. Confident. Appropriate use of space. Good time keeping.

E.Question & answer

No attempt Unable to answer the questions. No effort in justifying the answer.

Attempt Most of the questions can be answered and supported with evidence.

Writing Skills (PO8 Psychomotor Level 1,2,3,4 & 5)

Scale Blooms Level Criteria A. Appearance and formatting 1 1(Perception) Poor Limited Sections out of order, sloppy formatting. 2 2 3 3(Guided Response) Acceptable Demonstrate usage Sections in order, formatting is rough but readable. 4 4 5 5(Complete Overt Response) Excellent Mastery of tools All sections in order, wellformatted, very readable.

B.Language

Limited usage Frequent grammar and/or spelling errors, writing style is rough and immature.

Demonstrate usage Occasional grammar/spelling errors, generally readable with some rough spots in writing style.

Mastery usage Grammatically correct and very well-written

C.Content & data presentation: e.g. figures, graphs, tables, etc.

Unorganized Figures, graphs, tables contain errors or are poorly constructed, have missing titles, captions or numbers, units missing or incorrect, etc.

Fairly organized Most data, figures, graphs, tables are presented, some still missing important or required features.

Well organized All data, figures, graphs, tables are correctly drawn, are numbered and contain titles/captions.

Teamwork and Leadership (PO9 Affective Level 1,2 &3)

Rubric Scale Blooms Level Criteria 1 1(Receiving) Poor Awareness to Participate Poor attendance of meetings (less than 50%), mostly late, comes to meetings unprepared and unaware of meeting objectives. Acknowledge Leadership Awareness is there but passive, waits for tasks to be assigned, just follow orders without providing suggestions, does not care about team direction, and demoralizes others. Awareness of Responsibility Not committed in performing tasks assigned, always giving excuses for not being able to complete them, cannot be depended on, and in most occasion fail to accomplish tasks on time. 2 3 2(Responding) Acceptable Active Participation 70 % of meetings attended but occasionally late and unprepared but shows effort to be on time and ready to work. Active Leadership Occasionally volunteers to do work and give suggestions, shows concern on team focus and attempts to encourage others. 4 5 3(Valuing) Excellent Valuing Participation Always attend meetings, punctual, prepared and ready to work.

A.Commitment

B.Leadership

Valuing Leadership Takes initiative with commitment, makes suggestions, provides focus, sparks creativity and energy.

C.Responsibility

Perform Responsibility Perform responsibilities most of the time and on some occasion fail to complete tasks assigned. Meets deadlines most of the time.

Valuing Responsibility Take initiative with commitment. Gladly accepts work and gets it done, dependable and reliable, meets target deadlines.

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D.Personality

Undesirable Personality Negative attitudes, thinks everything is impossible and cannot be done, prefer to make decisions alone without seeking opinion of others, difficult and problematic to deal with. Awareness of Contribution Little contribution in providing ideas and leaves little impact on final product.

Fairly Desirable Personality Attitude fairly positive but sometimes on the fence, tries to seek opinion of others and provide encouraging remarks, easy to deal with most of the time. Active Contribution Tries to provide ideas and, leaves significant impact on final product.

Desirable Personality Positive attitude, encourage others, always seeks consensus, easy to deal with. Valuing Contribution Provides ideas in discussions, and provide very significant impact on final product.

E.Contribution

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