-SQA- SCOTTISH QUALIFICATIONS AUTHORITY HIGHER NATIONAL UNIT SPECIFICATION GENERAL INFORMATION

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1 -SQA- SCOTTISH QUALIFICATIONS AUTHORITY HIGHER NATIONAL UNIT SPECIFICATION GENERAL INFORMATION -Unit Number Superclass- CA -Title- MICROCONTROLLERS: ARCHITECTURE, PROGRAMMING AND APPLICATIONS -DESCRIPTION GENERAL COMPETENCE FOR UNIT: microcontrollers and their applications. Developing an understanding of S 1. distinguish between microcontroller and microprocessor architectures; 2. use a microcontroller development system; 3. develop, verify and document simple control programs; 4. outline the operation of an industrial system incorporating a microcontroller. CREDIT VALUE: 1 HN Credit ACCESS STATEMENT: Access is at the discretion of the centre. However an understanding of digital electronics and programming would be an advantage. This maybe evidenced by possession of National Certificate module Programmable Systems 1 or similar qualification or experience For further information contact: Committee and Administration Unit, SQA, Hanover House, 24 Douglas Street, Glasgow G2 7NQ. Additional copies of this unit may be purchased from SQA (Sales and Despatch section). At the time of publication, the cost is 1.50 (minimum order 5).

2 HIGHER NATIONAL UNIT SPECIFICATION STATEMENT OF STANDARDS UNIT NUMBER: UNIT TITLE: MICROCONTROLLERS: ARCHITECTURE, PROGRAMMING AND APPLICATIONS Acceptable performance in this unit will be the satisfactory achievement of the standards set out in this part of the specification. All sections of the statement of standards are mandatory and cannot be altered without reference to SQA. 1. DISTINGUISH BETWEEN MICROCONTROLLER AND MICROPROCESSOR ARCHITECTURES (d) Production of the internal block diagrams of a specified microcontroller and microprocessor is correct. Comparison of the different functions related to the pins for a microprocessor chip and a microcontroller chip is correct in terms of manufacturers data sheets. Comparison of the programmers models for a microprocessor and microcontroller is correct in terms of their functionality. Explanation of register and memory implementation differences between a microprocessor and microcontroller is correct. Block diagram: ALU; accumulator; general purpose registers; program counters; stack pointer; clock circuit; interrupt circuits; internal RAM; internal ROM; bus structure; timer/counter; i/o pins; "Pin-out" diagrams: address pins; control pins; data pins: input/output pins. Microcontroller Memory: registers; internal RAM; internal ROM; external RAM; external ROM. Written and graphical evidence that the candidate understands the differences between a microprocessor and microcontroller integrated circuit. 2

3 2. USE A MICROCONTROLLER DEVELOPMENT SYSTEM (d) (e) Identification of the components of the development system is correct. Description of the control software is correct in terms of its functionality. Verification of the control software using a simulator is correct in terms of its functionality. Execution and verification of the control software using a microcontroller development system are correct in terms of its function. Downloading and testing of the control software on a target board are correct in terms of set procedures. Development system: personal computer; assembler; communication link; development board; application boards; target board. Written evidence that the candidate understands the composition of a microcontroller development system. Performance evidence of the candidate's ability to use a microcontroller development systems. Supplementary oral evidence to ensure the candidate's ability to meet all the performance criteria. 3. DEVELOP, VERIFY AND DOCUMENT SIMPLE CONTROL PROGRAMS Production of a program is correct in terms of a given specification. Execution of the program is in accordance with set test procedures. Production of the program documentation is correct in terms of given specifications. 3

4 Program specifications: input signals; output signals; processing. Test procedures: assembler; simulator; development board. Program instructions: moving data; logical operation; arithmetic operation; input/output operation; jump and call operations. Documentation: problem definition; problem analysis; test plan; source code; comments; results; conclusions. Performance and written evidence of the candidate's ability to develop, verify and document programs. 4. OUTLINE THE OPERATION OF AN INDUSTRIAL SYSTEM INCORPORATING A MICROCONTROLLER (d) Production of block diagram of a microcontroller based system is correct in terms of the given application. Description of the operation of the hardware is correct in terms of its function. Description of the operation of the software is correct in terms of its function. Identification of the advantages of a single-chip solution is accurate. Block diagram: l/o signals; control signals; microcontroller; peripherals. Written and graphical evidence that the candidate understands a microcontroller system and is aware of the advantages of a single chip solution. 4

5 MERIT Pass with merit may be awarded to a student who achieves all outcomes and in so doing consistently demonstrates superior performance when, for example: performing practical exercises with a minimum of supervision; showing a critical awareness of the significance of the practical exercises to the theory and development of the subject. ASSESSMENT In order to achieve this unit, candidates are required to present sufficient evidence that they have met all the performance criteria for each outcome within the range specified. Details of these requirements are given for each outcome. The assessment instruments used should follow the general guidance offered by the SQA assessment model and an integrative approach to assessment is encouraged. (See references at the end of support notes). Accurate records should be made of the assessment instruments used showing how evidence is generated for each outcome and giving marking schemes and/or checklists, etc. Records of candidates' achievements should also be kept. These records will be required for external verification. SPECIAL NEEDS Proposals to modify outcomes, range statements or agreed assessment arrangements should be discussed in the first place with the external verifier. Copyright SQA 1994 Please note that this publication may be reproduced in whole or in part for educational purposes provided that: (i) (ii) no profit is derived from the reproduction; if reproduced in part, the source is acknowledged. 5

6 HIGHER NATIONAL UNIT SPECIFICATION SUPPORT NOTES UNIT NUMBER: UNIT TITLE: MICROCONTROLLERS: ARCHITECTURES, PROGRAMMING AND APPLICATIONS SUPPORT NOTES: This part of the unit specification is offered as guidance. None of the sections of the support notes is mandatory. NOTIONAL DESIGN LENGTH: SQA allocates a notional design length to a unit on the basis of the time estimated for achievement of the stated standards by a candidate whose starting point is as described in the access statement. The notional design length for this unit is 40 hours. The use of notional design length for programme design and timetabling is advisory only. CONTENT/CONTEXT The candidate should achieve the level of competence of someone who may be expected to program, install or test a microcontroller based system. Corresponding to outcomes: 1. The candidate should be aware of the different families of microcontrollers available and the various types in each family. 2. Available software should be used for familiarisation exercises on the development system. The development board should contain microcontroller IC, external RAM, external ROM and monitor software. 3. Sample programs using the different types of instructions should be used to develop the candidate's knowledge and understanding of the microcontroller being studied. The candidate should be encouraged to expand or modify the given programs when developing their own software. 4. The candidate should be made aware of some of the existing embedded microcontroller applications such as a microwave oven, a video cassette recorder, a gas pump, a robot arm, a PLC and an automated teller machine. APPROACHES TO GENERATING EVIDENCE The unit should be delivered in the order the outcomes are listed; so that the basic theory is dealt with prior to consideration of practical aspects. Outcomes 2 and 3 may be approached using worksheets to suit the laboratory activities. References to theory notes and small group discussions might be encouraged at this time. 6

7 ASSESSMENT PROCEDURES Centres may use the Instruments of Assessments which are considered by tutors/trainers to be most appropriate. Examples of Instruments of Assessment which might be used are as follows: Outcome 1 Outcome 2 Outcome 3 Outcome 4 Structured questions. Block diagram, pin-outs, programmers model and memory implementation - 4 questions. Practical exercise with written report, (incomplete handout to be completed). Practical assignment with written report. (open-book). Written assignment. (open-book). Summative assessment could be carried out at the conclusion of the delivery of the essential basic theory, and at the conclusion of practical activities. Satisfactory achievement of the outcomes is based on the performance criteria being met. REFERENCES 1. Guide to unit writing. 2. For a fuller discussion on assessment issues, please refer to SQA's Guide to Assessment. 3. Information for centres on SQA's operating procedures is contained in SQA's Guide to Procedures. 4. For details of other SQA publications, please consult SQA's publications list. Copyright SQA 1994 Please note that this publication may be reproduced in whole or in part for educational purposes provided that: (i) (ii) no profit is derived from the reproduction; if reproduced in part, the source is acknowledged. 7