CSS 427
Embedded Systems
Prof. Tyler Folsom
Autumn, 2023
Syllabus
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The introductory course is based on the popular 8-bit
Arduino microprocessor, programmed in C/C++ without an
operating system.
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Instruction is heavily biased toward hands-on learning.
Students work in small teams, and conclude with a selfselected project.
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System impacts are considered: is technology used in a
way that promotes social justice? An example is to exploit
the synergy between electric vehicles and automated
vehicles to slow climate change and reduce pollution.
EduScrum
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Previous classes were taught using eduScrum, a variation
of the highly effective Scrum method for software
development.
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CSS427 is organized into two sprints; objectives are tied
to each sprint.
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EduScrum encourages students to be self-regulated
learners.
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It gives the learning objectives, and encourages students
to find the answer in the way that works best for them.
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We will use a variant in which students work in teams.
Base outline
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A course schedule for lectures, labs and assignments is provided.
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Each 4-person team organizes itself to cover the learning objectives and
include a method of assessing student progress.
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Teams are subdivided into pairs of lab partners.
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12 workstations are available in the lab, each with a lab kit.
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Processor is Arduino AVR (8-bit 16 MHz) Uno or Mega.
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All tool chains also work with Arduino ARM Cortex M3 (32-bit 84 MHz)
Due.
Texts
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(Standard) AVR Programming: Learning to Write Software
for Hardware, 1st Edition 2014, by Elliot Williams. ISBN13: 978-1449355784
(Alternative) The AVR Microcontroller and Embedded
Systems Using Assembly and C: Using Arduino Uno and
Atmel Studio; 2nd Edition 2017 by Sepehr Naimi, Sarmad
Naimi and Muhammad Ali Mazidi ISBN-13: 978-0997925968;
ISBN-10: 0997925965
(Last 2 weeks) Introduction to Embedded Systems: A
Cyber-Physical Systems Approach; 2nd Edition; MIT Press;
2017 by Edward Lee & Sanjit Seshia
https://ptolemy.berkeley.edu/books/leeseshia/
Effective Learning
Less effective
 Highlighting or underlining
 Rereading material
 Moderately effective
 Generate explanations – Why is it true and how does it tie to what you
know?
 Interleaved practice – Mix problems at random instead of one type at a
time
 Highly effective
 Distributed practice – Study all subjects a little each day instead of
cramming
 Testing yourself
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- Dunlosky et al. “What Works, What Doesn’t”
Quizzes
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We will encourage the most effective learning
methods
There will be a quiz after each lecture, due before
the next class
Student teams are encouraged to test each other
(before anyone has taken the quiz)
Many quiz questions will be taken from Mazidi’s book.
All quizzes are cumulative – you may see something
we covered weeks ago.
Teams are not allowed to disclose questions on the
quiz
It’s up to you
“Learning results from what the
student does and thinks, and only
from what the student does and
thinks. The teacher can advance
learning only by influencing what
the student does to learn.”
- Herbert Simon