Support for Lecturers and Instructors
who are using the book
Designing
Embedded Systems with PIC
Microcontrollers - Principles & Applications
(First or Second Edition)
General Support Information Support for First Edition Support for Second Edition
On Using Microchip Copyrighted Material for Educational, Non-Profit Purposes
On Using Microchip Copyrighted
Material for Educational, Non-Profit Purposes
I am advised by Microchip that you do not need permission
from Microchip to use Microchip copyrighted material for educational, non-profit
purposes. They do however ask for the following acknowledgement to be made under
each image:
-(c) Microchip Technology Inc.
or
-(c)XXXX Microchip Technology Inc.
(Where XXXX is the year of
publication of the datasheet from which the image is taken.)
Please contact Microchip direct if you have any query or uncertainty about this.
Using the Derbot AGV
The main design example through most of the book is the
Derbot AGV. It is therefore particularly appropriate to
use it as target hardware with your students. Remember that you can use the
Derbot for everything from the simplest assembler programming, through C
programming, to advanced RTOS applications using the Pumpkin Salvo Real Time
Operating System.
To do this you need as a starting point to get the Derbot pcb, which also acts as the AGV chassis. If you have access to pcb etching facilities or want to use your own preferred manufacturer, then I am happy to pass on the Gerber files (the files used by pcb manufacturers) for this layout. Alternatively there is a UK-based supplier. You will then of course need to purchase the parts. Kits are also available.
There are a number of different ways you can use the Derbot:
1. Give each student, or student team, a basic kit of Derbot parts, which they build into the core design. This can move from Build Stage 1 (p. 175 of book) to Build Stage 2 (p. 221), with associated programmes. Let students develop the AGV further either following a development from the book, or to a target application which you set, or one which they devise. They are free to adapt the main pcb in any way they wish, including using the prototype area to customise the design. At the end of the course you let students buy or have their Derbots. You recycle parts from those you keep, but the pcb is probably scrap.
2. Build up a set of Derbots to a fixed design. Let students use these for
programming practice, but do not allow them to modify the main pcb. If
they want to add hardware extras, this can be done on a pcb which mounts above
the battery pack. It is easy to run wired links (including power supply) up to
this, from the system bus (includes I2C link), the ultrasound sensor connector,
and test points 1-4.
Each year at Derby we set up teams of three students each, all working to
achieve a specified "task
statement" (see below). This changes every year. Each student has already constructed his/her
own Derbot. These remain available as development tools, although the team
presents only one machine at the competition. Each team enters one Derbot at the
"Derbot
Challenge".
Task Statement 2008
Task
Statement 2009
Task
Statement 2010
Past Exam Papers
These exam papers were intended to test mainly hardware knowledge. The questions may be used
directly, or adapted for your own purposes. Model solutions are available by
email for book adopters - email me
from a University email address.
Earlier papers are also available.
Embedded Systems Exam First Sit 2006
Embedded Systems Exam Resit 2006
There are many ways to use this book. The material on this page can be adjusted to suit the class you are teaching, and the equipment you have. I welcome all comments and feedback - please contact by email.
Sample Lecture Plans
Lecture Notes
Sample Lecture Plans
The lecture plans below give examples of how the book can be used.
Each course/module is based loosely on a 12-week structure. Each can however
readily be extended, adjusted, or combined with other material. For example, a
longer course could be built by combining Courses 1 and 2.
1.
Introductory Course in Embedded Systems/Microcontrollers, using PIC 16 Series Microcontrollers and Assembler
Programming
This course aims to give an introduction to embedded systems,
microcontrollers, and assembler programming. The core and instruction set of the PIC 16 Series family are introduced, along with the parallel input/output ports
and Counter/Timer principles and applications. The whole course can be
delivered using computer programming and simulation only. Preferably however students
will have access to appropriate hardware of some form. One option is for students to
build their own "electronic pingpong" as seen in the book, or to have access to
one. This course can lead on to course 2 below.
Prerequisite: Grasp of simple concepts in electronics and computer architecture, OR teach these concurrently.
2. Intermediate Course in
Embedded Systems/Microcontrollers, using PIC 16 Series Microcontrollers and
Assembler Programming
This course assumes a basic knowledge of
microcontrollers and embedded concepts, and focuses on application of
peripherals to build larger systems. The course can be delivered with computer
programming and simulation only. Preferably students have access to appropriate
hardware of some form. One option is for students to build their own "Derbot"
AGV as seen in the book, or to have access to one. This course can follow Course
1
above, or be combined directly with it.
Prerequisite: Introductory Course in Embedded Systems/Microcontrollers, e.g. Course 1 above.
3. Course in Embedded
Systems/Microcontrollers, using PIC 18 Series Microcontrollers and C Programming
Language
This course assumes a basic knowledge of
microcontrollers and embedded concepts. It teaches the programming language C,
in parallel with developing a good understanding of the PIC 18 Series
microcontrollers. Because C is being used, peripherals can be applied without
having to develop a detailed level understanding of them. The course can be
delivered with computer programming and simulation only. Preferably students
have access to appropriate hardware of some form. One option is for students to
build their own "Derbot" AGV as seen in the book, or to have access to one. This
course can follow Course 1 or 2 above, or be combined with them.
Prerequisite: Ideally Course 1 above. As a minimum, grasp of simple concepts in electronics, computer architecture, and programming, OR teach these concurrently.
4. Applying Real Time Operating Systems
The course can be delivered with computer
programming and simulation only. Preferably students have access to appropriate
hardware of some form. One option is for students to build their own "Derbot"
AGV as seen in the book, or to have access to one. This course can follow Course
1 or 2 above, or be combined with them.
Prerequisite: A good grasp of the C programming
language and embedded system concepts in the PIC microcontroller environment, e.g.
Courses 1 and
3 above.
Lecture Notes
Power point slides to cover Courses 1 and 2 above are available. Please email me
from a University email address, indicating in outline what sort of course you
are thinking of using them for, and I will be happy to send.
Support for Second
Edition
Powerpoint slides are available for all chapters. Unlike the first edition,
where I tried to create slides grouped for one-hour lectures, in this edition
slides are simply per chapter. It is up to the user to adapt these to their
delivery pattern and pace. We all do things differently!
Email me from a University email
address for copies. Any feedback on these is welcome. I would also appreciate a
copy if you enhance or develop these slides in any interesting way.
Answers to end-of-chapter questions, and worked solutions, are also available. Again, email me from a University email address for copies.