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Prescription: PR530 (PR130)Programming (Systems)

Aim of Module	To provide students with a basic introduction to the way in which processors work and can be programmed.
Credits	7
Student Learning hours	70
Content Revised	1996
Prescription Expiry Date	Nov 2005

Level and Assessment Schedule
Topics	Highest Skill Level	Suggested Assessment Percentage
1 Fetch/Execute Cycle	C	20
2 Program Creation	A	10
3 Instruction Sets	C	15
4 Simple Program Loops	A	15
5 Memory	R	25
6 Understanding Bus Mechanisms	R	15

		100

The Student Will

1	Fetch/Execute Cycle


>	The student must understand the function of the main components of the CPU.



R	1.1	Define the properties and uses of a register.



C	1.2	Explain the two parts of an instruction:

		- the operator (op code)

		- the operand (data)



R	1.3	Use a diagram to show the relationship between the following CPU units:

		- accumulator

		- arithmetic and logic unit

		- program counter

		- instruction register

		- stack pointer

		- control and timing



C	1.4	Explain the purpose of each unit in 1.3 above.



R	1.5	Describe a basic Fetch/Execute Cycle.



C	1.6	Demonstrate a fetch/execute cycle with a "real" instruction.

2	Program Creation


A	2.1	Define the algorithm to add two bytes from memory and put the result into memory. Draw the logic flow diagram. Code in machine language instructions. Debug.

3	Instruction Sets


C	3.1	State (and be able to recognise) the following instruction groups:

		- arithmetic and logic

		- data transfer

		- test and branch



R	3.2	Describe the following types of addressing modes:

		- direct

		- indirect

		- immediate

		- offset

4	Simple Program Loops


>	The student is required to write an assembler language program containing loops.



R	4.1	Explain the concept of a loop as being a section of code which is obeyed repetitively.



C	4.2	Show how the number of times a loop is executed is controlled by a parameter, including the way such a parameter is tested on each pass.



C	4.3	Explain how a JUMP or BRANCH instruction is used to position the Program Counter at the beginning of the loop.



A	4.4	Write an algorithm to add five numbers (stored in sequential locations) together and put the sum in the sixth location. Design and write the program.

5	Memory


>	The student should understand the relationship between the CPU and memory.



R	5.1	Explain the concept of memory as a series of uniquely addressable locations.



R	5.2	State the typical way in which the size of memory locations can be described (bytes, words).



R	5.3	Explain the relationship between bytes, words and the ALU.



R	5.4	Explain the operation of a simple memory chip.



R	5.5	Describe the process of address decoding.



R	5.6	Explain the relationship between the number of address lines and the available memory locations that can be addressed).



R	5.7	Describe the possible contents of a memory location (data, in-struction, garbage).



R	5.8	Explain the functions of the following:

		- chip enable

		- read signals

		- write signals

		- data buses (lines)

		- address buses (lines)

6	Understanding Bus Mechanisms


R	6.1	Describe the signals on a

		- data bus

		- address bus

		- control bus



R	6.2	Explain how a bus is used for one piece of information at a time.



R	6.3	Explain how only one sending and one receiving device are active at any one time on a bus.



R	6.4	Describe the tri-state device and how it makes bus systems viable.



R	6.5	Describe how a device can be read from or written to (sequence of operations).

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