DORDT COLLEGE ENGINEERING DEPARTMENT
INTRODUCTION TO MICROPROCESSORS AND DIGITAL CIRCUITS -- EGR 204
(Spring 2006)
PROBLEM SETS (Last update:
------------ 5/06/06 4:14 pm)
+===============================================================+
|PS|ASSIGNED| DUE |RETURNED| Problems Assigned (In Mano's |
| #| / \ | Text unless otherwise noted.) |
|==+=======+=======+=======+====================================|
|--| 4/26 | ---- | | Last Day of Class, |
| | | ---- | ---- | no new assignment |
| | | | | |
| | | | | This class will be dedicated to |
| | | | | review for the exam. |
|--+-------+-------+-------+------------------------------------|
|40| 4/26 | 4/28 | | Review 11-9 |
| | | 4/28 | 4/29#| Do *11-27, 11-29 |
| | | | | |
| | | | | Note errata on problem *11-27 |
| | | | | |
| | | | | This assignment will be due for |
| | | | | peer grading in class on Friday as |
| | | | | per our usual practice. |
| | | | | |
| | | | | This assignment will be due for |
| | | | | regular grading at 5 PM on Friday. |
| | | | | Place your homework in a box near |
| | | | | Prof. De Boer's office door. The |
| | | | | box will be labeled "EGR 204 |
| | | | | Homework." This assignment will be|
| | | | | graded and placed in a plastic bin |
| | | | | labeled "EGR 204" near the |
| | | | | engineering pod by Noon Saturday. |
| | | | | You may pick up your homework at |
| | | | | your convenience after that. |
|--+-------+-------+-------+------------------------------------|
|39| 4/24 | 4/26 | | Review 11-8, spplmnt to Table 11-7,|
| | | 4/28 | 4/29#| Read 11-9 |
| | | | | |
| | | | | Do 11-24, 11-26 |
| | | | | |
| | | | | Hint on 11-24: The computer sets |
| | | | | flag bits the same no matter what |
| | | | | number format is in use. The |
| | | | | computer is not a person--it does |
| | | | | not "know" what format the data is |
| | | | | representing. In particular, the |
| | | | | answers to parts (c) and (d) do not|
| | | | | depend in any way on the number |
| | | | | formats in use. The CPU treats all|
| | | | | data the same. The programmer |
| | | | | selects instructions based on the |
| | | | | number formats in use. |
| | | | | |
| | | | | This assignment will be graded and |
| | | | | placed in a plastic bin labeled |
| | | | | "EGR 204" by noon Saturday. You |
| | | | | may pickup your homework at your |
| | | | | convenience. |
| | | | | |
| | | | | Please bring a #2 pencil (or HB |
| | | | | lead in a mechanical pencil) on |
| | | | | Wed. 4/26 so that you can fill in |
| | | | | a course evaluation survey. |
|--+-------+-------+-------+------------------------------------|
|38| 4/21 | 4/24 | | Review 11-6, supplement |
| | | 4/26 | 4/28#| Read 11-8, supplement to Table 11-7|
| | | | | |
| | | | | Do *11-17, also repeat 11-17 except|
| | | | | start with 0110 1000 in the |
| | | | | register and the carry bit set to |
| | | | | logic-1 AND reverse the order |
| | | | | of the instructions. In other |
| | | | | words, the first instruction is |
| | | | | ROLC, then RORC, etc. to SHR as the|
| | | | | last instruction. |
| | | | | Also do *11-23, *11-25 |
| | | | | |
| | | | | Hint: For problem *11-23 assume |
| | | | | that the "16 bit register" is named|
| | | | | register "R". |
| | | | | |
| | | | | Hint: For problem *11-25 a computer|
| | | | | does subtraction A - B as A + (-B) |
| | | | | and treats the numbers as twos |
| | | | | complement no matter what format |
| | | | | they are actually in. Then |
| | | | | "borrow" is the NOT of the carry |
| | | | | out of that addition. This borrow |
| | | | | is saved in the carry flag bit. |
| | | | | |
| | | | | Note errata in Table 11-9, p515. |
|--+-------+-------+-------+------------------------------------|
|37| 4/19 | 4/21 | | Read 11-4, 11-5, 11-6, supplement |
| | | 4/24 | 4/26#| Do *11-3, 11-4, 11-15, 11-16 |
| | | | | |
| | | | | Note errata on page 506 |
| | | | | Note errata on problem *11-3 |
| | | | | Note errata on problem 11-4 |
|--+-------+-------+-------+------------------------------------|
|36| 4/17 | 4/19 | | Read 11-3 |
| | | 4/21 | 4/24#| Do 11-5, *11-6, 11-7 |
|--+-------+-------+-------+------------------------------------|
|35| 4/14 | 4/17 | | Read 11-1, 11-2 |
| | | 4/19 | 4/21#| Do 11-1, *11-2 |
| | | | | Hint: Work *11-2 first. |
| | | | | |
| | | | | Note: SUB and DIV work this way: |
| | | | | |
| | | | | 3 Address Instructions: |
| | | | | SUB R1,R2,R3 R1 <-- R2 - R3 |
| | | | | DIV R1,R2,R3 R1 <-- R2/R3 |
| | | | | |
| | | | | 2 Address Instructions |
| | | | | SUB T1,T2 M[T1] <-- M[T1] - M[T2] |
| | | | | DIV T1,T2 M[T1] <-- M[T1]/M[T2] |
| | | | | |
| | | | | 1 Address Instructions |
| | | | | SUB X ACC <-- ACC - M[X] |
| | | | | DIV X ACC <-- ACC/M[X] |
| | | | | |
| | | | | Note errata on problem 11-1. |
|--+-------+-------+-------+------------------------------------|
|34| 4/12 | 4/14 | | Read 10-7, 10-8 |
| | | 4/17 | 4/19#| Do 10-13 |
|--+-------+-------+-------+------------------------------------|
|33| 4/10 | 4/12 | | Scan 10-4, 10-5, Read 10-6 |
| | | 4/14 | 4/17#| Do 10-9 |
| | | | | |
| | | | | Hints: |
| | | | | |
| | | | | Zero can be formed as the exclusive|
| | | | | OR of two identical words. For |
| | | | | example, R0 XOR R0 = 0. |
| | | | | |
| | | | | Assume numbers are signed integers |
| | | | | in the two's complement number |
| | | | | system. Then |
| | | | | _ |
| | | | | X - Y = X + Y + 1 |
| | | | | |
| | | | | It is possible that some bits in |
| | | | | the control word do not matter. |
| | | | | Mark those "X" for "Don't Care." |
| | | | | |
| | | | | Although *10-10 is not assigned, |
| | | | | understanding that problem and its |
| | | | | solution on the web might help you |
| | | | | understand and do 10-9. |
| | | | | |
| | | | | Note errata in Tables 10-6, 10-7 |
|--+-------+-------+-------+------------------------------------|
|32| 4/07 | 4/10 | | Read 10-1, 10-2, 10-3 |
| | | 4/12 | 4/14#| Do 10-1, *10-2 |
| | | | | |
| | | | | Note: In 10-1, "selection lines" |
| | | | | refers to "Destination Select," |
| | | | | "A Select," and "B Select" in |
| | | | | Figure 10-1. |
| | | | | |
| | | | | Note: For problem *10-2 assume |
| | | | | the ALU is designed to work with |
| | | | | numbers in twos complement format. |
| | | | | Overflow detection is illustrated |
| | | | | on page 221 of your text. The |
| | | | | result of your logic should be that|
| | | | | N = 1 iff the output of the ALU |
| | | | | represents a negative number. Z = 1|
| | | | | iff the output represents zero. |
| | | | | V = 1 iff there was overflow in |
| | | | | computing the output. C = 1 iff |
| | | | | there is a carry out of the most |
| | | | | significant place. |
|--+-------+-------+-------+------------------------------------|
|31| 4/05 | 4/07 | | Review 9-4, Read 9-6 (SDRAM,RAMBUS)|
| | | 4/10 | 4/12#| Do. . . |
| | | | | 9-10 EXCEPT Change |
| | | | | "512K x 16" to "256K x 32" |
| | | | | |
| | | | | 9-11 EXCEPT Change |
| | | | | "SDRAM" to "FPM DRAM" (FPM means|
| | | | | "Fast Page Mode.") |
|--+-------+-------+-------+------------------------------------|
|30| 4/03 | 4/05 | | Read 9-5 (Intro DRAM) |
| | | 4/07 | 4/10#| Do. . . |
| | | | | 9-7 EXCEPT Change |
| | | | | "256Mb" to "128Kb" and change |
| | | | | "4-bit" to "8-bit". |
| | | | | |
| | | | | 9-8 EXCEPT Change |
| | | | | "128 ms" to "256 ms" and change |
| | | | | "4096" to "16384". |
|--+-------+-------+-------+------------------------------------|
|29| 3/31 | 4/03 | | Read 9-3, 9-4 (SRAM and arrays of) |
| | | 4/05 | 4/07#| Do 9-4 EXCEPT Change "64K X 16" to |
| | | | | 1M X 4 and change "32000" to |
| | | | | "196865". |
|--+-------+-------+-------+------------------------------------|
|28| 3/29 | 3/31 | | Read 9-1, 9-2 (Memory Organization)|
| | | 4/03 | 4/05#| Do *9-1, *9-2, *9-3 |
| | | | | |
| | | | | See errata for prblms 9-2 thru 9-12|
|--+-------+-------+-------+------------------------------------|
|27| 3/27 | 3/29 | | Read 8-1, 8-2, 8-3, (ASM Charts) |
| | | 3/31 | 4/03#| Do *8-1, 8-3 |
| | | | | |
| | | | | See errata on Figure 8-18 |
| | | | | See errata on solution to *8-1 |
| | | | | |
| | | | | Hint for problem *8-1: The binary |
| | | | | codes for the state assignments |
| | | | | are not given in Figure 8-18, thus |
| | | | | they should be blank on the ASM |
| | | | | chart. |
|--+-------+-------+-------+------------------------------------|
|26| 3/24 | 3/27 | | Read 7-7, 7-8, 7-9, 7-12 |
| | | 3/29 | 3/31#| |
| | | | | Do 7-20 Hint: Draw the register |
| | | | | cell. Then use hierarchy to draw |
| | | | | the complete register. |
|--+-------+-------+-------+------------------------------------|
|25| 3/22 | 3/24 | | Read from "Ripple Counter" on page |
| | | 3/27 | 3/29#| 331 to the end of Section 7-6. |
| | | | | |
| | | | | Do 7-10, 7-14 |
| | | | | |
| | | | | Note on Problem 7-10: The word |
| | | | | "values" could just as well be |
| | | | | "states" in this context. |
| | | | | |
| | | | | Hint for Problem 7-14: You can |
| | | | | simplify the logic diagram and save|
| | | | | time drawing by using hierarchy. |
| | | | | (See Figures 7-13 and 7-15 for an |
| | | | | example of the application of |
| | | | | hierarchy.) |
| | | | | |
| | | | | Note author's errata on Figure 7-14|
| | | | | also on Problem Statement 7-14 |
| | | | | See corrected version of Fig. 7-14.|
|--+-------+-------+-------+------------------------------------|
|24| 3/06 | 3/22 | | Read 7-5, 7-6 up to "Ripple |
| | | 3/24 | 3/27#| Counter" on page 331. |
| | | | | Do 7-5, 7-6*, 7-7* |
| | | | | |
| | | | | Note errata in Table 7-7, page 330.|
|--+-------+-------+-------+------------------------------------|
|23| 3/06 | 3/22 | | Reflect on "The Feeling of Power" |
| | | 3/22 | 3/24 | by Isaac Asimov. |
| | | | | |
| | | | | "I cannot face the responsibility |
| | | | | involved in having invented |
| | | | | graphitics." --Aub |
| | | | | |
| | | | | Write a paragraph or up to a page |
| | | | | essay on what Technician Aub's |
| | | | | options might have been and what |
| | | | | you would have recommended had Aub |
| | | | | consulted with you. (Wordprocess |
| | | | | and print.) |
| | | | | |
| | | | | Study for Test #2 (See details on |
| | | | | the courses@dordt EGR 204 page) |
|--+-------+-------+-------+------------------------------------|
|22| 3/03 | 3/06 | | Read 7-1, 7-2, 7-3 |
| | | 3/22 | 3/24#| Do 7-A |
| | | | | |
| | | | | Here is a datasheet on the type |
| | | | | '175 (see especially the schematic |
| | | | | on the right side of page 2). |
| | | | | |
| | | | | (On Monday, 3/6, Prof. De Boer |
| | | | | changed several dates on this page |
| | | | | since he had forgotten to account |
| | | | | for spring break.) |
|--+-------+-------+-------+------------------------------------|
|21| 3/01 | 3/03 | | Continue reading 6-5 from page 275 |
| | | 3/06 | 3/22#| to the end of the section. Also |
| | | | | read Section 6-9. |
| | | | | |
| | | | | Do 6-14* Note: The solution to |
| | | | | 6-14 posted on the text's companion|
| | | | | web site shows an extra term. |
| | | | | While still correct, it is not in |
| | | | | simplest from. You can get full |
| | | | | credit for the answer on the web |
| | | | | or an answer in simplest form. |
|--+-------+-------+-------+------------------------------------|
|20| 2/27 | 3/01 | | Read 6-5 up to "Designing with |
| | | 3/03 | 3/06#| D Flip-Flops" on page 275. |
| | | | | |
| | | | | Do 6-8, 6-C |
| | | | | |
| | | | | Note 6-C is not in the text. |
| | | | | Click the link to view the problem |
| | | | | statement. |
|--+-------+-------+-------+------------------------------------|
|19| 2/24 | 2/27 | | Read 6-4 |
| | | 3/01 | 3/03#| Do 6-5, 6-6* |
| | | | | |
| | | | | Optional supplemental reading: |
| | | | | Design and Analysis Using JK and |
| | | | | T Flip-Flops |
|--+-------+-------+-------+------------------------------------|
|18| 2/22 | 2/24 | | Read 6-3 |
| | | 2/27 | 3/01#| Do these problems: |
| | | | | |
| | | | | 6-A. Draw a gate level logic |
| | | | | diagram (schematic) of the SR |
| | | | | master-slave flip-flop shown in |
| | | | | Figure 6-10. (Note Figure 6-7.) |
| | | | | |
| | | | | 6-B. Complete the timing diagram |
| | | | | shown here. . . |
|--+-------+-------+-------+------------------------------------|
|17| 2/20 | 2/22 | | Read 6-1, 6-2 |
| | | 2/24 | 2/27#| Do 6-1 Note: Use the table below |
| | | | | for the input sequence. Fill in |
| | | | | the outputs in the table. The |
| | | | | complete table or the equivalent |
| | | | | information in a vector waveform |
| | | | | file print-out is the answer. |
| | | | | |
| | | | | Also do 6-2. Again, use the table |
| | | | | shown below for the sequence of |
| | | | | inputs. Fill in the table or |
| | | | | provide a waveform printout. |
| | | | | _ _ _ _ |
| | | | | S R | Q Q C S R | Q Q |
| | | | | -----+----- --------+----- |
| | | | | 1 0 | 0 0 1 | |
| | | | | 1 1 | 0 0 0 | |
| | | | | 0 1 | 0 1 0 | |
| | | | | 1 1 | 0 1 1 | |
| | | | | 0 1 | 1 0 1 | |
| | | | | 0 0 | 1 0 0 | |
| | | | | 0 1 | 1 1 0 | |
| | | | | 1 0 0 | |
| | | | | Table for 6-1 1 1 0 | |
| | | | | 1 1 1 | |
| | | | | 1 1 0 | |
| | | | | 1 1 1 | |
| | | | | 1 0 0 | |
| | | | | |
| | | | | Table for 6-2 |
| | | | | |
| | | | | Note errata, text pages 246, 247 |
| | | | | _ |
| | | | | Note: In Quartus II, use /X for X.|
| | | | | (Overbars are not supported.) |
| | | | | _ |
| | | | | Note: In VHDL use x_n for x. |
| | | | | (Overbars are not supported.) |
| | | | | |
| | | | | Optional supplemental reading: |
| | | | | http://www.play-hookey.com/digital |
|--+-------+-------+-------+------------------------------------|
|16| 2/17 | 2/20 | | Read Chapter 5, Sec 5-3, 5-4, 5-9 |
| | | 2/22 | 2/27#| |
| | | | | Do 5-3*, 5-4, 5-29 parts (a) - (f) |
| | | | | |
| | | | | Repeat 5-4 with the method given |
| | | | | in the errata for 5-4 but now use |
| | | | | 1's complement math. |
| | | | | |
| | | | | Note: Problem 5-29 is not in your |
| | | | | textbook. Use the link to see the |
| | | | | problem statement. As discussed in|
| | | | | class on Monday, 2/20, omit parts |
| | | | | (g) and (h). |
| | | | | |
| | | | | Note: Errata on problem 5-4 |
| | | | | |
| | | | | Optional supplemental reading: |
| | | | | Decimal (BCD) Arithmetic |
|--+-------+-------+-------+------------------------------------|
|15| 2/15 | 2/17 | | Read Chapter 1 Section 1-3 and in |
| | | 2/20 | 2/22#| Chapter 5, Sections 5-1 and 5-2 |
| | | | | but skip the subsection labeled |
| | | | | "Carry Lookahead Adder." |
| | | | | |
| | | | | Do 5-2* (use manual verification) |
|--+-------+-------+-------+------------------------------------|
|14| 2/13 | 2/15 | | Read Ch 4 Sec 4-7, 4-9 |
| | | 2/17 | 2/20#| Do 4-36 with these changes |
|--+-------+-------+-------+------------------------------------|
|13| 2/10 | 2/13 | | Read Ch 4 Sec 4-6 |
| | | 2/15 | 2/17#| |
| | | | | Do 4-35 except mark the fuses to |
| | | | | remain intact on the fuse map for |
| | | | | a TIBPAL16L8-25C part. The fuse |
| | | | | map can be found on page 5 of the |
| | | | | TIBPAL16L8 datasheet. |
| | | | | |
| | | | | Hint #1: The output pins of the |
| | | | | TIBPAL16L8-25C are driven by |
| | | | | inverters. You need to build the |
| | | | | inverse function in the array to |
| | | | | get the true function at the output|
| | | | | |
| | | | | Hint #2: If you put an "X" mark on|
| | | | | an AND gate it signifies that all |
| | | | | the fuses on all the inputs for |
| | | | | that AND gate should remain intact.|
| | | | | This forces the output of that AND |
| | | | | gate to logic-0 always. |
| | | | | |
| | | | | Hint #3: Tie pin 1 to ground. Use|
| | | | | that input signal to enable outputs|
|--+-------+-------+-------+------------------------------------|
|12| 2/06 | 2/10 | | Read Ch 4 Sec 4-4, 4-5 |
| | | 2/13 | 2/15#| Do 4-10*, 4-12 part a only |
| | | | | Note: "8 x 2" means 8 AND gates w/|
| | | | | 2 inputs per gate, followed by |
| | | | | a single 8-input OR gate. |
| | | | | |
| | | | | Note errata on problem 4-10 |
|--+-------+-------+-------+------------------------------------|
|--| 2/06 | ---- | ---- | Study for Test #1 (See details on |
| | | | | the courses@dordt EGR 204 page) |
|--+-------+-------+-------+------------------------------------|
|11| 2/03 | 2/06 | | Read Ch 4 Sec 4-1, 4-2, 4-3 |
| | | 2/10 | 2/13#| Do 4-1*, 4-2 |
|--+-------+-------+-------+------------------------------------|
|10| 2/01 | 2/03 | | Read Ch 3 Sec 3-5, 3-6, 3-7 |
| | | 2/06 | 2/08#| Do 3-23, 3-25 |
| | | | | |
| | | | | Note errata on problem 3-25. |
|--+-------+-------+-------+------------------------------------|
| 9| 1/30 | 2/01 | | Read Ch 3 finish Sec 3-2, 3-3, 3-4 |
| | | 2/03 | 2/06#| Do 3-10, 3-15 |
|--+-------+-------+-------+------------------------------------|
| 8| 1/27 | 1/30 | | Read Ch 3 Sec 3-1, 3-2 up to p101, |
| | | 2/01 | 2/03#| "Positive and Negative Logic" |
| | | | | Do 2-28, 3-1, 3-3 |
| | | | | |
| | | | | Note errata on problem 3-1. |
|--+-------+-------+-------+------------------------------------|
| 7| 1/25 | 1/27 | | Read Ch 2 Sec 2-8, 2-9, 2-10 |
| | | 1/30 | 2/01#| Do 2-8, 2-27, 2-32 |
|--+-------+-------+-------+------------------------------------|
| 6| 1/23 | 1/25 | | Read Ch 2 Sec 2-6, 2-7 |
| | | 1/27 | 1/30#| Do 2-24, 2-25*, 2-29 |
|--+-------+-------+-------+------------------------------------|
| 5| 1/20 | 1/23 | | Read Ch 2 Sec 2-5 |
| | | 1/25 | 1/27#| Do 2-15*, 2-16, 2-19* |
|--+-------+-------+-------+------------------------------------|
| 4| 1/18 | 1/20 | | Read Ch 2 Sec 2-4 |
| | | 1/23 | 1/25#| Do 2-7*, 2-11, 2-12*, 2-14 |
| | | | | |
| | | | | Note on 2-12*: The online answer |
| | | | | for part (b), the POS form, is |
| | | | | wrong. The correct answer is the |
| | | | | same as for the SOP form, |
| | | | | _ _ |
| | | | | (X + Y + Z) |
| | | | | |
| | | | | |
| | | | | Note on 2-14: "Optimize" means to |
| | | | | "Simplify," as shown by several |
| | | | | examples in section 2-4. |
|--+-------+-------+-------+------------------------------------|
| 3| 1/16 | 1/18 | | Read Ch 2 Sec 2-1, 2-2, 2-3 |
| | | 1/20 | 1/23#| Do 2-1*, 2-2*, 2-10* |
|--+-------+-------+-------+------------------------------------|
| 2| 1/13 | 1/16 | | Read Ch 1 Sec 1-4 through 1-7 |
| | | 1/18 | 1/20#| Do 1-8, 1-20, 1-22, 1-23 |
| | | | | |
| | | | | Note on problem 1-8: For parts (a)|
| | | | | and (b) you should show three |
| | | | | digits to the right of the radix |
| | | | | point. If the answer is not exact,|
| | | | | round the third (least significant)|
| | | | | digit based on what the fourth |
| | | | | digit would be. For part (c) show |
| | | | | ten digits right of the radix |
| | | | | point and round based on what the |
| | | | | eleventh digit would be. |
| | | | | |
| | | | | Note on problem 1-23. Assume one |
| | | | | byte of storage per ASCII |
| | | | | character. (See text p24, near the|
| | | | | bottom of the page, for details.) |
|--+-------+-------+-------+------------------------------------|
| 1| 1/11 | 1/13 | | Scan Chapter 1, Read Section 1-2 |
| | | 1/16 | 1/18#| Do 1-2, 1-3, 1-4*, 1-5, 1-7* |
+---------------------------------------------------------------+
Note 1) Homework must be ready for peer grading and discussion in
class on the first listed due date. It must be turned in for a
final grade on the second listed due date. Peer grading will be
1/5 (20%) of the homework grade.
Note 2) If a "#" follows the "returned" date, then the solution
key is posted on the cork board across the hall from room S233.
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tentative. More problems might be added, expected due dates
might change, but problems shown will eventually be assigned.
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