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Education, IEEE Transactions on

Issue 2 • Date May 1981

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Displaying Results 1 - 25 of 31
  • Table of contents

    Page(s): c1
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    Freely Available from IEEE
  • IEEE Education Society

    Page(s): c2
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    Freely Available from IEEE
  • The Institute of Electrical and Electronics Engineers Transactions on Education Best Paper Award for 1979-1980

    Page(s): 105
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    Freely Available from IEEE
  • Foreword - Special issue on microprocessors

    Page(s): 106 - 107
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    Freely Available from IEEE
  • A Program of Blending Hardware/Software on Microprocessors in Education

    Page(s): 108 - 112
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    This paper describes some philosophical points of view on microprocessors/microcomputers in education and our experience of implementing the basic idea While believing in a balanced software/ hardware curriculum, it is felt that in training high-level language programming, there is little difference between that for micro-and minicomputer. The conventional computer science program on software engineering would be sufficient for our students. Teaching on fundamental assembly language programming and small system system-programming of microprocessor and microproccessor-based systems would be essential. Emphasis is then geared to the design of bus structure, input/output, interrupt, and integration of transducers or peripherals with microprocessors. Here, the harmony integration of software and hardware technologies become the important factor. Courses and laboratories designed with this goal in mind are then presented in some detail. View full abstract»

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  • A Bit-Sliced Computer Design Laboratnry

    Page(s): 113 - 119
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    A laboratory course in computer organization and design based on the use of bit-sliced microprocessor parts is described. Course objectives are given and the course content is presented. The special laboratory facility developed for the course, which is a microcomputer-based system, is described. Experience in operating the course over the first year is discussed, and plans for the future are outlined. View full abstract»

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  • A Bit-Slice Microprocessor System for Teaching Microprogramming

    Page(s): 119 - 122
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    This paper describes a microprocessor development system, which was designed for demonstrating the use of bit-slice microprocessors, for teaching microprogramming and for simulating other small microprocessors. The system contains two 2901 bit-slice microprocessors together with the necessary control and sequencing logic, a 256 × 56 bit microprogram control memory, a macromemory with associated address and interface registers, and an interface to an MDS-80 microcomputer development system. A monitor program which runs on the MDS-80 controls the execution of the 2901 microprograms. This monitor provides for loading microprograms, examining and changing both the microprogram and macroprogram memory, examining and changing 2901 internal registers, setting breakpoints, and tracing microprogram execution. The monitor also provides an interactive editor for altering microprograms. A cross-assembler for the 2901 microcode was also developed. This cross-assembler accepts inputs in a register-transfer format and generates the 56-bit wide microcode words ready for loading into the 2901 control memory. Student projects which have been completed using the system range in difficulty from a binary multiplier to an emulator for the M6800 microprocessor instruction set. The system is easy to use, is relatively low in cost, and has proven to be a valuable educational tool. View full abstract»

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  • An MOS/LSI Course as an Integral Part of Microprocessor Education

    Page(s): 123 - 125
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    Even though microprocessor use can be taught without reference to any of the electronics inherent in its operation, that approach leaves much to be desired, especially from the viewpoint of the electrical engineer. A course is described which addresses this short-coming and illustrates how the details of the internal circuits and the system design may be presented in a coherent manner thus appealing to those who are majoring in computer engineering as well as those who are majoring in electronics. View full abstract»

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  • MIDAS: A Microprocessor Display and Animation System

    Page(s): 126 - 133
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    An interactive graphics program has been developed to simulate and animate the operation of a typical microcomputer system. MIDAS, a microprocessor interpreter display and animation system, allows the user full control over the simulation and the display and provides several auxiliary functions that enhance its capabilities as an instructional tool. The illustration of the activity of the computer, based on the Intel 8080 microprocessor, takes the form of an animated block diagram of the CPU and its peripherals. It shows the operation of the system at various levels of detail, down to the level of the devices' internal registers, buffers, control lines, and buses. This paper describes the design, implementation, and use of MIDAS. It discusses its effectiveness as a tool for teaching the complex, asynchronous interaction between devices of a computer system (known as "handshaking"). It also discusses a strategy for developing a generalized tool for simulating and animating arbitrary computer systems. View full abstract»

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  • Continuing with Microprocessor Education

    Page(s): 133 - 136
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    A program entitled Professional Specialization in Microprocessors has been developed at the Milwaukee School of Engineering, Milwaukee, WI, to update technical oriented personnel in this ever expanding field. The program consists of four, laboratory oriented, courses dealing with topics from microprocessor hardware and software through input/output and interfacing to applications in industry and the consumer market. View full abstract»

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  • An Industrial Microcomputer Education Program

    Page(s): 136 - 141
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    The Western Electric Company's Corporate Education Center offers a program in microcomputer education for graduate engineer employees of the company. The courses which are typically two weeks in length, cover the range from courses for engineers with no computer experience to courses for engineers who will be designing equipment incorporating microprocessors. Included is a description of the overall program with projections of new courses to be added in the early 1980's. Some of the major problems encountered in starting and maintaining the program are discussed. The equipment used by students for laboratory exercises is described. View full abstract»

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  • Graduate Computer Science and Engineering Education for the U.S. Army at the Air Force Institute of Technology

    Page(s): 142 - 146
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    This paper describes a join Army/ Air Force professional educational program in computer systems. Included is the motivation for educating military officers in the field of computer science and engineering and a description of a six-month graduate level program for Army officers at the Air Force Institute of Technology. The purpose of the educational program is to develop Army officers who are knowledgeable in acquiring and managing embedded computer systems. The microprocessor is integral to these embedded computer systems and to the student's course work. Projected Army officer assignments are covered to illustrate the means by which this advanced education is utilized. View full abstract»

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  • Microprocessors in Preengineering

    Page(s): 146 - 149
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    The use of microcomputer systems for an elective sequence in our preengineering program at a liberal arts college was motivated by student requests for assembly language programming and for computer courses oriented more toward the sciences. We describe a very modestly priced system and two courses which are based on the Intel 8080A. View full abstract»

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  • A Microcomputer Laboratory and Its Courses

    Page(s): 149 - 154
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    A new microcomputer laboratory within the Department of Electrical and Computer Engineering at Clarkson College is described. The laboratory, while not changing the conceptual goals of the existing courses, has had a positive impact on these courses, particularly the introductory ones. The laboratory has made possible two new courses: a microcomputer course for all engineering and science students, and a project-oriented course for seniors in electrical and computer engineering. The course changes and new offerings are discussed and evaluated. View full abstract»

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  • Buying Time with Talent: The Microprocessor in the Liberal Arts College

    Page(s): 155 - 159
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    At Yale University the constraints imposed by an institutional requirement for breadth and variety in undergraduate education together with requirements for depth and substance in the engineering curricula cofmbine to create somewhat difficult structuring problems in the design of courses. A two term sequence in digital electronics and computer design is described which takes advantage of the unusual ability and motivation of the student population to enable it to accomplish a great deal within these constraints. The course sequence is based on a set of progressively larger and more independently executed laboratory design projects. These projects are structured in such a way as to get students to self-teach to a very great extent and to develop the instincts and abilities of designers. The courses appear to succeed and are relatively easy to support logistically. View full abstract»

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  • Microcomputer Education in India

    Page(s): 160 - 162
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    After discussing various aspects of microcomputer education, the author suggests two courses on microcomputers: 1) an introductory course at the third year, second semester level, and 2) a Microprocessor System Design course at the fourth year, first or second semester level (Institute elective) of the five-year B.Tech. degree program at the Indian Institute of Technology-Bombay. The author emphasizes that "hands-on" experience is a must for the microcomputer courses and suggests a typical laboratory setup. View full abstract»

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  • A Microprocessor Integrated Laboratory

    Page(s): 162 - 165
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    This note describes the response of an education system (the Istituto di Elettronica e Telecomunicazioni of the Politecnico di Torino) to the advent of the microprocessor. A long-term project to fulfill new requirements is described. This project is comprised of teaching methodologies, a research and educational laboratory, and a set of asociated activities that are extensively described in the note. View full abstract»

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  • Microprocessor Laboratory Procedure to Introduce Digital Filtering

    Page(s): 165 - 168
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    This note outlines the experimental procedure for four laboratory sessions which introduce digital filtering. The filters are introduced using a comparison with analog computer equivalents. This approach assists the student and provides digital filter structures with considerable functional advantages. The laboratory equipment includes a 16-bit PACE microprocessor development system with analog input and output ports. View full abstract»

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  • An Undergraduate Laboratory for Digital Control and Signal Processing

    Page(s): 168 - 173
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    This note describes the facilities and capabilities of a laboratory to support an integrated senior-level theory course in digital control and signal processing or a stand-alone course generally supportive of the modern electrical engineering curriculum. Central to the concept is an easily assembled, economical, portable general-purpose digital controller based on any of the popular 8-bit microprocessors. A general-purpose dc switching power amplifier allows coupling to dc motors, stepping motors, PM solenoids, and other typical loads. Some examples are given of utility programs and illustrative experiments and projects. View full abstract»

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  • Accommodations for the Microprocessor

    Page(s): 173 - 176
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    Expansion within electrical engineering, due largely to the development of the microprocessor and its applications, is a major source of challenge confronting the electrical engineering educationalist. In the following, observations on selectivity and the adoption of a theme in undergraduate programs are discussed. Developments in laboratory equipment and associated laboratory-based tuition in digital systems at the Ulster Polytechnic are described. View full abstract»

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  • Microprocessors: Problems of Getting Started

    Page(s): 176 - 177
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    Microprocessors, being new, require courage and determination to investigate. A methodical approach to the study of microprocessors is essential. To understand microprocessors it is necessary to familiarize oneself with digital techniques. Then one can start to read some simple literature on microprocessors. Magazines should also be consulted; and to crown one's effort, one needs a microprocessor development kit. Jumping straight to manufacturers' manuals may be discouraging to a beginner because of their highly technical nature. After acquiring some confidence with the kit, one can choose a particular microprocessor and attempt a simple design. Some microprocessors are more complex than others, so starting with a simple one like the M6800 or the Intel 8080 is advised. Effort should continue in this manner. View full abstract»

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  • An Introductory Microprocessor Course

    Page(s): 178 - 179
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    This short note describes a unique approach to the introduction of microprocessors to undergraduates. The course is designed for students with no previous knowledge of electronics or computers, and is thus best suited to the first year class in all engineering and related disciplines. The course is very general in its discussion of microprocessors. A corresponding laboratory using a Z-80 evaluator is optional. The course was organized by the IEEE Student Branch and was given on a voluntary attendance basis. Attendance was high indicating keen student interest. Since the course did not require formal university approval and did not displace any existing course, it moved from idea to reality in the span of only a few months instead of years. This is felt to be a good means of dealing with the introduction of courses in fast breaking areas. It provides fast, short-term response, giving the university time to formally respond with long-range curriculum changes. It is hoped that in the long run, a similar course would be part of the first year curriculum of all engineering students. View full abstract»

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  • Teaching Microprocessors to Exceptional Students

    Page(s): 180 - 181
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    Recognizing the industry demand for students who are knowledgeable about microprocessors on the one hand and student curiosity about the topic on the other, the author was caught between a saturated curriculum and a total lack of financial support. With a number of enthusiastic students and some privately owned equipment, a club was started to give students an opportunity to work with the available hardware and software. As the club solidified, a low key teaching/learning style developed which produced a highly knowledgeable student in computer hardware and programming languages with surprising programming skill. The club is an important part of the Department of Electrical Engineering now, where microcomputer-related topics are taught effortlessly to interested and motivated students without the performance/time pressure of the classroom. View full abstract»

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  • Self-Paced and Error-Free Code Microprocessor Courses

    Page(s): 181 - 183
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    This short note describes two courses that dealt with microprocessors in an electrical engineering curriculum. The first course, taught at the junior level at Notre Dame, was in logic design. Training students in error-free microprocessor realization of logic circuits was a major course objective. The course was unique in that the first half was that of a "standard" logic curriculum, while the second half was devoted to microprocessor realization of combinational and sequential logic circuits. This second half included material on the Intel 8080 microprocessor, structured programming, a high level programming language (PL/M) and the application of skills in these areas to create microprocessor logic circuits. The course was self-paced. It achieved its primary objective and received an enthusiastic response from the students. The second course, taught at a senior/graduate level at the University of Tulsa, was titled "Advanced Microprocessor Systems Design." Its objectives were to introduce students to the 16 bit Intel 8086 microprocessor and associated integrated circuits, to develop student skills in both an assembly language (ASM-86) and a high level language (PL/M-86), and to teach the students the concepts of top-down structured design. Each student designed a small microcomputer based on the 8086 and its associated integrated circuits. In both courses, students learned new microprocessor and programming skills quickly and efficiently. As hoped, use of disciplined techniques such as careful problem statement and structured programming led students in both courses to error-free microprocessor logic circuits. View full abstract»

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  • Microprocessor-Just Another Circuit Element

    Page(s): 183 - 185
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    A brief analysis of the trends in computer education are given, followed by one philosophy of microcomputer usage in the laboratory. This philosophy is based upon the premise that design techniques for computer-based systems should be integrated throughout electrical engineering curricula, and that microcomputers provide a convenient vehicle for computer experimentation. View full abstract»

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Educational research, methods, materials, programs, and technology in electrical engineering, computer engineering, and fields within the scope of interest of IEEE.

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Jeffrey E. Froyd
Texas A&M University