This paper constructs a set of 89S51 μ-controller teaching tool for students to learn the knowledge of μ-controller system designing and debugging techniques. The constructed teaching tool includes four parts: software simulating tool, flash downloading tool, basic I/O control board, and remote controlled vehicle system. The software simulating tool is used to compile, link, and debug programming codes. The flash downloading tool is used to download the codes into 89S51 μ-controller chip. The basic I/O control board is used to run fundamental I/O control experiments. The remote controlled vehicle system is used to clarify the system design methodology using 89S51 μ-controller. Some investigations and evaluations have been done when the students finished the course. Conclusively, the results indicate that applying the constructed teaching tool in the μ-controller course has had very favorable feedbacks from the students. The proposed tool can attract more students interesting in designing μ-controller-based systems and influence them in preparation for their senior laboratory project.

Constructing µ-Controller Teaching Tool with the Integration of Hardware and Software Technology

This paper introduces an autonomous mobile robot (AMR) system to enhance students’ project planning, designing, and implementing capabilities while taking the advanced microcontroller course. The AMR system includes three parts of interface circuitries: the main I/O controls, parallel I/O extensions, and serial I/O extensions. In the circuitries of the main I/O controls, an AT89S51 single chip is used as the major controller to trigger LEDs, switches, voice, and RS232 controls; the interface circuitries of the parallel I/O extensions consist of LCM display, keyboard, and optical sensors; as for the serial I/O extensions, 7-segment display, A/D converter, DC motors’ drivers, and memory controls are included. According to the students’ feedbacks, introducing the ARM system in the advanced microcontroller course can attract more students interesting in designing the microcontroller-based applications and influence them in preparation for the senior laboratory project.

An Autonomous Mobile Robot System for Advanced Microcontroller Education

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.

Microcomputer Education in India

Design of a small development system to teach microprocessors

This paper begins by stressing the need for microprocessor education. It then gives details of the microprocessor courses at I.I.T.-Bombay. Considerations governing microprocessor laboratory planning for instructional, research and consultancy work are given. The paper concludes with a model list of equipment for a microprocessor laboratory in a University.

Planning Microprocessor Courses and a Laboratory in a University Environment

Microprocessors and programmable LSI circuits provide increasingly cost-effective alternatives to traditional hardwired electronic or electromechanical circuits and subsystems used in automatic control, data processing, communication, and instrumentation. The design engineer, however, must learn new skills, i.e., digital system architecture and programming, in order to take advantage of this rapidly evolving new technology. This paper describes the experience of developing an effective approach to microcomputer education for both students and practicing engineers at the University of California, Berkeley.

Imsong Lee

Papers

"Hands-on" approach to microcomputer education