| 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. Understand the functioning, relationships and level structure of a computer. Analyse combinational logic circuits. 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 |
|
Vàries proves objectives de preguntes curtes i/o tipus test dels continguts de les clases de teoría i problemes |
35% | ||||
| Others |
| Other comments and second exam session | |||
|
Els elements d'avaluació de l'assignatura són: proves dels continguts adreçats a les classes de teoria i problemes, pràctiques de laboratoris i els seus estudis previs i proves pràctiques Cal obtenir una nota mínima en cadascun dels elements d'avaluació, per poder fer mitjana i aprovar l'assignatura. Si algun element d'avaluació no arriba a la nota mínima, la nota final de l'assignatura no podrà ser superior a 4,5. La nota mínima és la mateixa en 1a i 2a convocatòria. L'avaluació en 1a convocatòria serà de forma continuada. A la 2a convocatòria no es repetirà les pràctiques a laboratoris. |
|||
| 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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(*)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.