Saurashtra University Re – Accredited Grade ‘B’ by NAAC (CGPA 2.93) Chirutar, Harshadkumar G., 2011, “Development of PCI Embedded Card Useful for Microcontroller Trainer”, thesis PhD, Saurashtra University http://etheses.saurashtrauniversity.edu/id/eprint/677 Copyright and moral rights for this thesis are retained by the author A copy can be downloaded for personal non-commercial research or study, without prior permission or charge. This thesis cannot be reproduced or quoted extensively from without first obtaining permission in writing from the Author. The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the Author When referring to this work, full bibliographic details including the author, title, awarding institution and date of the thesis must be given. Saurashtra University Theses Service http://etheses.saurashtrauniversity.edu [email protected] © The Author Ph.D Thesis Development of PCI embedded card useful for microcontroller trainer By Chirutkar Harshadkumar Govindrao Under the guidance of Dr. H. N. Pandya Prof. & Head Department of Electronics, Saurashtra University, Rajkot - 360005 Gujarat (India) May – 2011 DEVELOPMENT OF PCI EMBEDDED CARD USEFUL FOR MICROCONTROLLER TRAINER The Thesis Submitted to Saurashtra University, Rajkot For The Degree of Doctor of Philosophy In The Faculty of Science In The Subject of Electronics By Chirutkar Harshadkumar Govindrao Registration No. 3535. Date. 31st July, 2006 Research Supervisor Dr. H. N. Pandya Department of Electronics, Saurashtra University, Rajkot – 360005 May – 2011 In the Feet of My Sat-Gurudev Sant Shri Asharamji Maharaj And His Almighty Lord of Uncountable Universes Shri Narayan Hari Statement Under O. Ph.D of Saurashtra University The content of this thesis is my own work carried out under the supervision of Dr. H. N. Pandya and leads to some contribution in Electronics supported by necessary references. (Chirutkar Harshadkumar G.) This is to certify that the present work submitted by Mr Chirutkar Harshadkumar Govindrao for the Ph.D. degree of Saurashtra University, Rajkot has been the result of about five years work under my supervision and is a valuable contribution in the field of Electronics. Dr. H. N. Pandya Prof. & Head Department of Electronics Saurashtra University, Rajkot-360005, Gujarat-INDIA. Acknowledgement Here comes a day that I have fulfilled my long cherished 10 years’ dream. During these many couple of years of research in Department of Electronics, Saurashtra University, Rajkot, great men supported me to complete my research. Dr. H. N. Pandya, as a head, guide and as human being understood my nature of curiosity to work and allowed me to work under him. He also helped me to get Rajiv Gandhi Research fellowship from UGC. I had a good support from his family Mrs. Kiran and Ms. Sweta. It is due to only his support I could enjoy my research period and he made my term a golden period of my life. In simple words he fulfilled my dream in all respect and words of thanks are small. Starting my research period with Dr. A.A. Bhaskar I had a good start to my work and stay at department and Girnar Hostel. Dr. Bimal Vyas, Dr. Maulin Nanavati, Dr Darshan Vyas and Dr. Kapil Bhatt provided all their guidance and experience that was very valuable during the research period. My sincere thanks to Mr. Hiteshbhai, Mr. Manishbhai, Mr. Dhirubhai, Mr. Pravinbhai, Mr. Vamanbhai, Mr. Tareshbhai, Mr. Jayubhai, Mr. Sandeep, Dr. Pranav, Dr. Anchal, Dr. Khut, Dr. Nikesh sir, Dr. Mahesh sir, Dr. Thumar sir for helping me at the department and university. I also extend my thanks to Mr. Mahesh, Ms. Seema, Mr. Kamal in the laboratory work. My father Mr. Govindrao and mother Miss. Manjulaben supported me to stay and work in Rajkot. I am very much thankful to my wife Miss. Bhumika, my son Mr. Aavartan and my sisters Mrs. Jayshree and Ms. Poonam as they controlled their temper when I was busy working with my laptop and kits and unable to attend them. Contents 1. Introduction. 3 1.1 Background. 3 1.2 Rationale. 5 1.3 Structure of Thesis. 7 2 Objective and Planning 13 2.1 Objectives. 13 2.2 Learning Outcomes. 14 2.3 Feasibility 14 2.4 Methodology. 15 3 Review of Literature and tools. 21 3.1 Existing Development Tools. 21 3.2 PCI Bus based Cards. 24 3.3 Current Bus system and related work. 38 3.4 IDE for Microcontroller based system development. 57 3.5 Protocols for Programming and debugging. 67 3.6 Programmers and debuggers. 73 3.7 Journals/Paper Reviews. 74 3.8 Outcome of Literature Survey. 77 4 Theoretical background. 78 4.1 Peripheral Component Interconnect Bus. 78 4.2 AVR 8 – bit Microcontroller family. 116 4.3 PCI Interfacing chip. 125 4.4 Microcontroller Programming Protocols – SPI and JTAG. 129 5 Requirement Specification and Analysis. 140 5.1 Requirement Overview. 140 5.2 IDE (Integrated Development Environment) 141 5.3 PCI Chip and its Device drivers. 142 5.4 Interfacing Hardware. 143 5.5 Selection of Microcontroller. 143 5.6 Testing modules of Microcontroller System. 146 5.7 Discussion and Summary. 147 6 System Design and Test Plans. 148 6.1 Architectural Design. 148 6.2 Detail Design. 148 6.3 Test plan of detail design. 149 7 System Development. 151 7.1 Individual Module Development. 151 7.2 IDE and Drivers. 151 7.3 JTAG Programmer/Debugger firmware (PCB). 168 7.4 Prototype Design of ATmega128 (PCB). 178 7.5 Interfacing Modules (PCB). 182 8 Implementation, Testing and Deployment. 197 8.1 Testing of PCI Controller subsystem. 197 8.2 Testing of JTAG-ICE subsystem. 201 8.3 Testing of Modules. 207 8.4 System Integration and Testing. 213 8.5 Discussion on Testing Strategy. 214 9 Installation and Maintenance. 215 9.1 Hardware and software System requirements. 215 9.2 Operating Manuals. 216 9.3 Software. 221 9.4 Maintenance. 225 10 Conclusion and future work. 226 10.1 Conclusion. 226 10.2 Recommendations for future work. 228 11 Appendices. A. Gantt chart. B. Schematics. C. Bill of materials D. Datasheets E. Figures. F. Abbreviations. G. Sample exercise H. References. I. CD Contents J. Paper published and Conferences Attended. 2 Chapter 1 Introduction 1.1 Background 3 1.2 Rationale 5 1.3 Structure of Thesis 7 Chapter 1 Introduction 1.1 Background The history of computers can be divided into four periods: the mainframe, the mini, the microprocessor and the post-microprocessor. The mainframe era was characterized by computers that required large buildings and teams of technicians and operators to keep them going. Perhaps both academics and students had little direct contact with the mainframe. During the mainframe era, academics concentrated on languages and compliers, algorithms and operating systems. The minicomputer era put computers in the hands of students and academics, because university departments could now buy their own minis. As minicomputers were not as complex as mainframes and because students could get direct hands-on experience, many departments of computer science and electronics engineering taught students how to program in the native language of the computer – assembly language. In mid 1970s, assembly language programming was used to teach both the control of I/O devices and the writing of small programs. The explosion of computer software had not taken place, and if you wanted software you had to write it yourself. The microprocessor was introduced in the late 1970s. For the first time, each student was able to access a real computer. Unfortunately, microprocessors appeared before the introduction of low-cost memory (both primary and secondary). Students had to program microprocessors in assembly language because the only storage mechanism was often a ROM with just enough capacity to hold a simple single-pass assembler. The advent of the low-cost microprocessor system (single board) ensured that virtually every student took a course on assembly language. Even today, most courses in computer science include a module on computer architecture and organization and teaching students to write programs in assembly language forces them to understand the computer architecture. The 1990s is the post-microprocessor era. Today‘s personal computers have more power and storage capacity than many of yesterday‘s mainframes and they have a range of powerful software tools that were undreamed of in the 1970s. The availability of high- 3 performance hardware and the drive to include more and more new material in the curriculum has put pressure on academics to justify what they teach. In particular, many are questioning the need for courses on assembly language. The post-microprocessor era can also be called microcontroller era. This leads to the design and development of educational trainer systems. Since the introduction of Intel 8085A microprocessor, there has been explosion of educational trainer systems, evaluation boards and single board computers (SBC). Many vendors started designing microcontrollers on various architectures. The vendors initially concentrated on 8 – bit chips and later on gradually 32 – bit chips. The vendors also started giving technical support with evaluation boards and software for faster development and utilization of their microcontrollers in the market. The customers needed to develop product in time before any other could do. So, it was mandatory to use such trainer systems or evaluation boards with software support by the design engineers. The educational institutions started inculcating microprocessor and microcontroller in their curriculum because the industry started absorbing basically trained personnel in them. These institutions also demanded trainer systems that are easy to work with and they could complete the syllabus in one or two semesters with practical hands-on training on them. The purchase of trainer systems is costly affair for some institutions and some enthusiast students who desired to excel in microcontroller programming in the student life.