| Competences |
| Type A | Code | Competences Specific |
| FB3 | Have basic knowledge on the use and programming of computers, operating systems, databases and IT programmes of application in engineering. | |
| Type B | Code | Competences Transversal |
| B2 | Have knowledge in basic and technological subjects, which gives them the ability to learn new methods and theories, and the versatility to adapt to new situations. | |
| CT2 | Managing information and knowledge through the efficient use of IT. | |
| Type C | Code | Competences Nuclear |
| Learning outcomes |
| Type A | Code | Learning outcomes |
| FB3 |
Understand the correspondence between the fundamental elements of high level languages and the elements of machine language that support them. Understand the functioning of an operating system as a resource manager in the IT system. Use the resources provided by an operating system from the user interface. | |
| Type B | Code | Learning outcomes |
| B2 |
Know the role of IT in the fields of industry and socioeconomics. Know the different components of an IT system composed of machines and programmes. Analyse combinational logic circuits. Understand the functioning, relationships and level structure of a computer. Analyse sequential logic circuits. Synthesise basic finite-state machines. Understand the organisation and functioning of Von Neumann architecture systems: processor, memory, and input/output. Understand the functioning of the digital elements that constitute a processor (ALU, records, address calculation, sequencer, etc.) and understand how they are involved in the execution of programmes written in machine language. Understand and evaluate the essential factors that affect the execution time of a programme. | |
| CT2 |
Master the tools for managing their own identity and activities in a digital environment. Search for and find information autonomously with criteria of reliability and relevance Organize information with appropriate tools (online and face-to-face) so that they can carry out their academic activities Produce information with tools and formats appropriate to the communicative situation and with complete honesty Use IT to share and exchange information | |
| Type C | Code | Learning outcomes |
| Contents |
| Topic | Sub-topic |
| Coding and information processing | Bit, nibble, byte Hexadecimal Codificació en binari de nombres naturals i enters |
| Logic design | Analysis of combinational logic-circuits. Analysis of sequential logic-circuits. Synthesis of basic finite-state machines. |
| Fundamentals of machine language | Estructura general Format de les instruccions Tipus de direccionament Unitat de control: registres generals, registres IR i SR, ALU Unitat de process: fases, FSM, cicles de access a memoria, cicles de execució |
| Introducción OS | Introducción, Capas, Tipos, Jerarquia memoria, Memoria virtual |
| Planning |
| Methodologies :: Tests | ||||||||||
| Competences | (*) Class hours |
Hours outside the classroom |
(**) Total hours | |||||||
| Introductory activities |
|
1 | 0 | 1 | ||||||
| Lecture |
|
26 | 28 | 54 | ||||||
| Problem solving, exercises in the classroom |
|
15 | 15 | 30 | ||||||
| Laboratory practicals |
|
28 | 28 | 56 | ||||||
| Personal attention |
|
1 | 0 | 1 | ||||||
| Multiple-choice objective tests |
|
2 | 2 | 4 | ||||||
| Multiple-choice objective tests |
|
2 | 2 | 4 | ||||||
| (*) On e-learning, hours of virtual attendance of the teacher. (**) The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. | ||||||||||
| Methodologies |
| Description | |
| Introductory activities | Explanation of the objectives, content and assessment process. |
| Lecture | Explanation of theoretical concepts using slides and blackboard. The teacher will ask questions to the students to develop their own solutions to the issues raised. |
| Problem solving, exercises in the classroom | During the course, the teacher will present exercises related to the theoretical context presented in lectures. |
| Laboratory practicals | Application of theoretical knowledge to specific situations, using computers, simulators and other practical elements of the laboratories. |
| Personal attention | Teachers will be available during class and office hours, to meet students and answer any questions that were raised during the development of the subject. |
| Personalized attention |
| Description |
| Students can attend in person to the office of professor in office hours to ask him any questions related to the theoretical explanation and practical implementation issues or developments and practical difficulties in the learning process. |
| Assessment |
| Methodologies | Competences | Description | Weight | ||||
| Laboratory practicals |
|
Laboratories. Resolution, in group, of the laboratory practice: preliminary analysis, design, implementation, and documentation. In some practices: individual oral defense (interview). - Logic Laboratories (15%) - ARM practice (15%) |
30% |
||||
| Multiple-choice objective tests |
|
Vàries proves objectives de preguntes curtes i/o tipus test dels continguts de les clases de teoría i problemes |
35% | ||||
| Multiple-choice objective tests |
|
Several objective tests of short questions and / or multiple choice. - Initial Test (10%) - Logic Test (25%) - Final Test (25%) |
35% | ||||
| Others | You can get up to 1 point added to the final grade, doing optional activities that arise in various laboratories. |
| Other comments and second exam session | |||
|
The assessment elements of the course are 6: initial test, logic test, logic labs, ARM practice, final test, and ARM problem. Students must obtain a minimum score in each of the 6 elements of assessment in order to pass the course. If any element of assessment does not reach the minimum, the final mark of the course shall not exceed 4.5. The minimum score is the same in the 1st and in the 2nd examination period. The evaluation will be continuously during 1st examination period. In the 2nd period the assessment will consist of three tests (initial, logic, final), a problem (ARM) and ARM practice (logical laboratories can not be recovered in 2nd examination period). Students must examine the elements of evaluation that have not obtained the minimum score in 1st call. If submitted in 2nd period, the note will be that of the 2nd period (whether it would be upper or lower than 1st call). The grades from the previous course that exceed the minimum for making average are kept. In conducting written tests, there are not allowed to use any electronic devices (calculators, computers, tablets, phones, watches, etc.). If we detect any copy in any activity evaluation, the grade of this examination period will be 0, and the student should take again all the assessment elements in the next examination period (we will not keep any of the previous grades). |
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| Sources of information |
| Basic |
Professors/es Fonaments Computadors, Transparències Fonaments de Computadors, 2017, ETSE-URV (Tarragona)
William Stallings, Computer Organization and Architecture, 10th ed (2015), Prentice Hall
Thomas L. Floyd, Fundamentos de Sistemas Digitales, 11ª ed (2016), Pearson Prentice-Hall
Javier García Zubía, Problemas Resueltos de Electrónica Digital, 2003, Thomson |
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| Complementary |
Mano M. Morris, Charles R. Kime, Fundamentos de diseño lógico y de computadores, 2005, Pearson Prentice-Hall
John P. Hayes, Introducción al diseño lógico digital , 1996, Addison-Wesley |
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| Recommendations |
| Subjects that continue the syllabus | |||||
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| Other comments | |
| It is very important to work every day. For a more accurate, detailed and up to date information, visit frequently the virtual campus (Moodle). |
(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation.