Figure A. A Nova minicomputer and a Novasim simulator. While Sommer and others worked hard on this project, students learning Z80 assembler used the Novas to assemble programs. We loaded punching tapes onto a Dauphin sys- tem using hand-driven paper-tape readers we developed. (A description of the Dauphin system appears in the main article.) We used a large number of these low-cost Dau- phin units because of their efficiency; they replaced the Novasim fer teaching hardware interfaces (see Figure C). Figure 1. A proposed microprocessor course curriculum. With each year, we continue to learn how to streamline the course. Now we can discuss 4 16-bit processor in the seventh term and the 32-bit processor, caches, memory The final term (eighth semester) covers modern micro- processors like M68030, 486s, reduced instruction-set cerm- puters (RISCs), transputers” and digital signal processors. It also presents video RAMs” and sophisticated I/O control- lers for color displays, Ethernet, and Small Computer Sys- tems Interfaces (SCSIs). The content varies from one year to another. This course often proves difficult for the students, who interact for the first time with the many technological and iming constraints related to the correct operation of a mi- croprocessor surrounded with memory and I/O devices.” Although the material is available’’, we only briefly survey puses'® because of lack of time. In addition, CALM distinguishes between arithmetic and logic word extensions. One difficulty of the 680xx is know- ing when to consider 16-bit operands as addresses and sign- extended functions. A164 is a space specifier, which means the following operand is an arithmetic number that can be sign-extended, Many programmer errors occur as a result of the writing of Motorola’s code:
