Multifunctional single-chip microcomputer teaching experiment box

Abstract

The utility model provides a multifunctional single-chip microcomputer teaching experiment box, and belongs to the technical field of experiment teaching instruments. In order to solve the problems of single function, insufficient flexibility and resource openness and the like of the conventional single-chip microcomputer teaching experiment box, a dual-core single-chip microcomputer and a teaching module group connected with the dual-core single-chip microcomputer are arranged on a circuit board, and the dual-core single-chip microcomputer is composed of a basic single-chip microcomputer and an advanced single-chip microcomputer. The teaching module group comprises 11 basic modules which are mutually independent and are respectively connected with the basic single-chip microcomputer and the advanced single-chip microcomputer, and further comprises other modules which are connected with the basic single-chip microcomputer or the advanced single-chip microcomputer. The teaching experiment box adopts a modular design thought, can meet the progressive learning and practice of students from a basic module to an expansion module and a combination of a plurality of modules, facilitates the reduction of the learning difficulty of beginners, improves the flexibility of experiment items, and facilitates the cultivation of comprehensive expansion, secondary development practice and innovation ability of the students.

Description

TECHNICAL FIELD

[0001] The utility model relates to experimental teaching instrument technical field, especially a kind of multifunctional single-chip microcomputer teaching experiment box. BACKGROUND

[0002] The proportion of practice teaching in university teaching gradually increases, and practice teaching focuses on cultivating students' basic operation skills, practical research skills and preliminary innovation ability. Therefore, in the current theory-practice integrated teaching, theoretical knowledge is integrated into practice teaching. Therefore, practice teaching content includes verification type, skill learning type, comprehensive training type and innovative training project.

[0003] At present, the single-chip microcomputer teaching experiment box of colleges and universities still mostly uses traditional and classic 8051 core single-chip microcomputer as the development main body, and the comprehensive teaching experiment platform combined with the widely used high-performance STM32 single-chip microcomputer and 8051 core single-chip microcomputer in the market is less. The STM32 single-chip microcomputer has the characteristics of high performance, low cost, low power consumption, simple structure, high integration, etc. It shortens the performance gap between 8-bit and 16-bit microcontroller devices and 32-bit microcontroller devices, can realize advanced and complex functions in economic user terminal products and embedded applications, and has very wide application. In addition, the existing single-chip microcomputer teaching experiment box of colleges and universities is usually of integral structure, and has defects such as insufficient flexibility and resource openness, incomplete visibility of hardware circuit, etc., which leads students to not seek to understand in learning, and can only carry out limited verification experiments and hardware wiring, which is not conducive to the cultivation of students' comprehensive practical ability and innovation ability.

[0004] In order to adapt to the rapid development of electronic technology, increase the functionality and flexibility of the single-chip microcomputer teaching experiment box, and meet the teaching purpose of hierarchical teaching, a multifunctional and modular single-chip microcomputer teaching experiment box suitable for teaching and practice is designed and developed, which is of great significance for improving students' practical operation ability and enhancing students' innovation ability. UTILITY MODEL CONTENT

[0005] In view of the deficiencies in the prior art, in combination with the existing teaching experiment box and the learning characteristics of vocational college students, the utility model provides a multifunctional single-chip microcomputer teaching experiment box, which adopts a teaching method combining double-core and modular multifunctional teaching demonstration and practice operation, realizes the modular and progressive learning of students on knowledge points, and enables students to carry out extension practice and secondary development practice operation on the basis of teaching, so as to improve the innovation ability of students and solve the problems in the background art.

[0006] In order to achieve the above purpose, the utility model adopts the following technical scheme:

[0007] A multifunctional single-chip microcomputer teaching experiment box, comprising a box body and a circuit board arranged in the box body, wherein a dual-core single-chip microcomputer and a teaching module group connected with the dual-core single-chip microcomputer are arranged on the circuit board.

[0008] The dual-core single-chip microcomputer is composed of a basic single-chip microcomputer and an advanced single-chip microcomputer.

[0009] The teaching module group comprises 11 modules, i.e., an LED flowing light module, a digital tube module, a buzzer module, a key module, a liquid crystal display module, a dot matrix module, a relay module, a real-time clock module, an EEPROM module, a temperature sensing module and an infrared receiving module, and the 11 modules are independent of each other and connected with the basic single-chip microcomputer and the advanced single-chip microcomputer respectively.

[0010] As a further preferred scheme of the above technical scheme, the basic single-chip microcomputer is a 51 single-chip microcomputer and located at the left middle part of the circuit board, and the advanced single-chip microcomputer is an STM32 single-chip microcomputer and located at the right middle part of the circuit board, and all I / O pins of the 51 single-chip microcomputer and the STM32 single-chip microcomputer are led out in the form of pin arrangement.

[0011] A further preferred embodiment of the above scheme is that the circuit board is further provided with a USB power supply-download interface one and a USB power supply-download interface two, the basic single-chip microcomputer is connected with a computer through the USB power supply-download interface one, and the advanced single-chip microcomputer is connected with the computer through the USB power supply-download interface two.

[0012] Based on the above technical scheme, further, the circuit board is further provided with a reset button connected with the basic single-chip microcomputer and the advanced single-chip microcomputer respectively.

[0013] Based on the above technical scheme, further, the circuit board is further provided with a wireless transceiver module connected with the basic single-chip microcomputer and the advanced single-chip microcomputer.

[0014] Based on the above technical scheme, further, the circuit board is further provided with an ultrasonic module socket, an LCD1602 liquid crystal socket and an LCD12864 liquid crystal socket, and the ultrasonic module socket, the LCD1602 liquid crystal socket and the LCD12864 liquid crystal socket are connected with the basic single-chip microcomputer and the advanced single-chip microcomputer respectively.

[0015] Further, the circuit board is located in the lower cover of the box body, and the lower cover is further provided with an experiment equipment storage area for placing corresponding experiment equipment.

[0016] Compared with the prior art, the multifunctional single-chip microcomputer teaching experiment box has the following beneficial effects:

[0017] 1. This utility model's teaching experiment box comprises four major sections: hardware cognition, basic module teaching, comprehensive extension, and secondary development. It is designed based on a dual-core microcontroller system of 51 microcontroller and STM32 microcontroller, and can simultaneously meet the needs of teaching experiments and competitions of 51 microcontroller and STM32 microcontroller, enriching the functionality of existing microcontroller experiment boxes, meeting the needs of differentiated teaching, and providing a good experimental development environment for various courses, skills competitions, and other innovative activities.

[0018] 2. This utility model adds a hardware circuit schematic diagram to the top cover and prints the pin assignments and connections of the microcontroller circuit on the silkscreen layer of the circuit board, which deepens students' understanding of the working circuit and components inside the experimental box and helps to increase the acceptance of beginners.

[0019] 3. The experimental kit of this utility model adopts a modular design concept, realizing the modular and progressive learning of knowledge points, which helps to reduce the learning difficulty for beginners, increase the flexibility of experimental projects, and enhance students' learning interest.

[0020] 4. The comprehensive extension and secondary development modules of this utility model enhance the cultivation of students' comprehensive practical and innovative abilities. After each teaching unit, students are guided to conduct independent innovative design and functional verification, thereby enhancing their learning interest and hands-on skills. Attached Figure Description

[0021] To more clearly illustrate the technical solutions in the embodiments of this utility model, the accompanying drawings required in the embodiments will be briefly introduced below.

[0022] Figure 1 This is a schematic diagram of the overall structure of a multifunctional single-chip microcomputer teaching experiment box according to this utility model;

[0023] Figure 2 This is a schematic diagram of the structure of each part of the lower cover of this utility model;

[0024] Figure 3 This is a schematic diagram showing the distribution of the modules on the circuit board of this utility model;

[0025] Figure 4 This is a schematic diagram of the overall structure of the teaching experiment box of this utility model;

[0026] Figure 5 This is the circuit schematic diagram of the main control chip of the 51 microcontroller of this utility model;

[0027] Figure 6 This is the circuit schematic of the main control chip of the STM32 microcontroller of this utility model;

[0028] Figure 7 This is a circuit diagram of the LED running light module of this utility model;

[0029] Figure 8 This is the circuit schematic diagram of the digital tube module of this utility model;

[0030] Figure 9 This is the circuit diagram of the buzzer module of this utility model;

[0031] Figure 10 This is the circuit schematic diagram of the independent button module of this utility model;

[0032] Figure 11 This is a circuit diagram of the matrix keypad module of this utility model;

[0033] Figure 12 This is a circuit schematic diagram of the liquid crystal display module of this utility model;

[0034] Figure 13 This is a circuit schematic diagram of the dot matrix module of this utility model;

[0035] Figure 14 This is a circuit diagram of the relay module of this utility model;

[0036] Figure 15 This is a circuit schematic diagram of the real-time clock module of this utility model;

[0037] Figure 16 This is the circuit schematic diagram of the EEPROM module of this utility model;

[0038] Figure 17 This is a circuit diagram of the temperature sensing module of this utility model;

[0039] Figure 18 This is a circuit diagram of the infrared receiving module of this utility model;

[0040] Figure 19 A schematic diagram of a student's personal work designed for secondary development of this utility model;

[0041] In the diagram: 1. Cabinet; 11. Top Cover; 12. Bottom Cover; 2. Circuit Board; 31. Basic Microcontroller; 32. Advanced Microcontroller; 41. LED Flowing Light Module; 42. Digital Tube Module; 43. Buzzer Module; 44. Button Module; 46. Dot Matrix Module; 47. Relay Module; 48. Real-Time Clock Module; 49. EEPROM Module; 401. Temperature Sensing Module; 402. Infrared Receiver Module; 5. USB Powered Download Interface 1; 6. USB Powered Download Interface 2; 7. Reset Button; 8. Wireless Transceiver Module; 10. Ultrasonic Module Socket; 101. LCD1602 LCD Socket; 102. LCD12864 LCD Socket; 103. Remote Control; 104. Ultrasonic Generator; 105. LCD1602 LCD Screen; 106. LCD12864 LCD Screen; 107. Temperature Control Unit; 108. Motor Drive Unit; 20. Hardware Circuit Schematic. Detailed Implementation

[0042] To make the objectives, technical solutions, and advantages of this utility model clearer, the technical solutions in the embodiments of this utility model will be clearly and completely described below with reference to the accompanying drawings. Obviously, the described embodiments are only some embodiments, not all embodiments. For those skilled in the art, other embodiments can be obtained without creative effort.

[0043] In the description of this application, unless otherwise specified and limited, the directional terms such as "up", "down", "left", "right", "front", and "back" are used only to indicate relative positional relationships. When the absolute position of the object being described changes, the corresponding positional relationship may change.

[0044] In the description of this utility model, it should be noted that, unless otherwise specified and limited, the terms "installation", "connection" and "connection" should be interpreted broadly. For example, they can refer to mechanical or electrical connections, or internal connections between two components. They can be direct connections or indirect connections through an intermediate medium. Those skilled in the art can understand the specific meaning of the terms according to the specific circumstances.

[0045] Example 1: Refer to Figures 1-18 This utility model provides a multifunctional microcontroller teaching experiment box, including a box body 1 and a circuit board 2 disposed inside the box body 1. A dual-core microcontroller and teaching module groups connected to the dual-core microcontroller are arranged on the circuit board 2. The teaching experiment box is divided into four modules: "Microcontroller Hardware Understanding," "Microcontroller Basic Practice," "Microcontroller Comprehensive Extension," and "Secondary Development." Its overall architecture is as follows: Figure 4 As shown.

[0046] likeFigure 1 As shown, the case 1 includes an upper cover 11 and a lower cover 12. The rear ends of the upper cover 11 and the lower cover 12 are hinged to each other. The front ends of the upper cover 11 and the lower cover 12 adopt a snap-on opening and closing design. The front end of the lower cover 12 is connected to a handle for easy carrying of the case 1. Support rod one and support rod two are respectively hinged to the upper cover 11 and the lower cover 12. The connection between support rod one and support rod two is also hinged. When the upper cover 11 is opened, support rod one and support rod two work together to support the upper cover 11.

[0047] like Figure 1 As shown, the hardware circuit schematic 20 is printed inside the top cover 11 of the box 1, so that students can see the hardware circuit schematic 20 directly by opening the top cover 11 of the experimental box, which deepens students' understanding of the internal working circuit principle.

[0048] Specifically, the dual-core microcontroller consists of a basic microcontroller 31 and an advanced microcontroller 32. The basic microcontroller 31 is a 51 microcontroller, which uses the high-speed / low-power / anti-interference STC89C52RC microcontroller from the domestic company Hongjing Technology. The main control chip is as follows: Figure 5 As shown, this chip features a classic and intelligent 8-bit CPU and in-system programmable Flash memory, and is widely used in university teaching and experimental platforms. The advanced microcontroller 32 is an STM32 microcontroller, specifically the STM32F103VET6 chip from STMicroelectronics. Figure 6 As shown. This chip uses an ultra-low-power ARM processor core, with a 32-bit core size and a speed of up to 72MHz. Its computing speed is much faster than the 8051. It has advantages such as abundant hardware resources, low price, low power consumption, and high performance, enabling advanced and complex functions to be implemented in economical user terminal products. The pin assignments and connections of the 51 microcontroller and STM32 microcontroller are printed on the silkscreen layer of the circuit board, which is convenient for students to connect hardware and program software.

[0049] The teaching module group adopts a modular design, which can reduce the learning difficulty for beginners and increase the flexibility of experimental projects. The teaching module group includes 11 independent basic modules: LED running light module 41, digital tube module 42, buzzer module 43, button module 44, LCD display module, dot matrix module 46, relay module 47, real-time clock module 48, EEPROM module 49, temperature sensor module 401, and infrared receiver module 402. A 51 microcontroller and an STM32 microcontroller serve as two independent control cores, each capable of independently controlling the above 11 basic modules. The hardware circuit principles of the 11 basic modules are as follows: Figures 7-18 As shown, the button module 44 is divided into independent button modules ( Figure 10 ) and matrix keypad module ( Figure 11).

[0050] Reference Figure 3 The circuit board 2 is also equipped with a USB power-download interface 1 5 and a USB power-download interface 2 6. The USB power-download interface 1 5 connects the basic microcontroller 31 to the computer via a data cable, and the USB power-download interface 2 6 connects the advanced microcontroller 32 to the computer via a data cable.

[0051] The circuit board 2 is also equipped with a reset button 7 and a wireless transceiver module 8. The reset button 7 and the wireless transceiver module 8 are connected to the basic microcontroller 31 and the advanced microcontroller 32, respectively.

[0052] Furthermore, the circuit board 2 is also provided with an ultrasonic module socket 10, an LCD1602 liquid crystal socket 101, and an LCD12864 liquid crystal socket 102, and the ultrasonic module socket 10, the LCD1602 liquid crystal socket 101, and the LCD12864 liquid crystal socket 102 are respectively connected to the basic single-chip microcomputer 31 and the advanced single-chip microcomputer 32.

[0053] The lower cover 12 of the housing 1 also houses an experimental equipment storage area for placing the corresponding experimental equipment, including a remote control 103, an ultrasonic generator 104, an LCD 1602 screen 105, an LCD 12864 screen 106, a temperature control unit 107, and a motor drive unit 108. All of these experimental equipment are located within the lower cover 12. The circuit board 2 is located in the lower right corner of the lower cover 12. The remote control 103, ultrasonic generator 104, LCD 1602 screen 105, LCD 12864 screen 106, temperature control unit 107, and motor drive unit 108 are sequentially distributed on the upper and left sides of the circuit board 2. The 11 basic teaching modules described can be independently controlled by 51 microcontrollers and STM32 microcontrollers to achieve the corresponding teaching demonstration purposes. Connect USB power / download interface 1 (5) or USB power / download interface 2 (6) to the computer, and write programs on the computer to implement the teaching function of each module. Alternatively, connect the required experimental equipment to the corresponding modules to display the corresponding teaching content. For example, connect the LCD1602 screen 105 to the LCD1602 socket 101 and then to the STM32 microcontroller. By programming code on the computer, the corresponding output content can be displayed on the LCD1602 screen 105.

[0054] After debugging and verification, the experimental box can be controlled by a 51 microcontroller and an STM32 microcontroller respectively, and can realize various functions such as running lights, digital tube display, buzzer alarm, key classification control, relay output motor control, LCD graphic display, and temperature sensor detection.

[0055] Example 2: Based on Example 1 above, under the dual-core control of the 51 microcontroller and the STM microcontroller, the 11 basic modules can be arbitrarily combined and connected using DuPont wires or ribbon cables according to different control requirements. This allows for the completion of various comprehensive extension experiments, further expanding the teaching knowledge. For example, combining the LED running light module 41 with the digital tube module 42 can realize a traffic light countdown function; combining the LCD display module, the button module 44, and the buzzer module 43 can realize a hospital ward call system or a music box function; combining the real-time clock module 48 with the LCD display module can realize a perpetual calendar function; and combining the LCD display module, the temperature sensor module 401, and the relay module 47 can realize a temperature adaptive adjustment function.

[0056] Example 3: To facilitate the expansion and secondary development of teaching experiments, all I / O pins of the programmable parallel ports of both the 51 microcontroller and the STM32 microcontroller are externally extended using header pins. Microcontroller signals are then routed to the outside via ribbon cables or DuPont wires, allowing students to flexibly select expansion modules according to their major and learning level, fully exploring their practical potential. In each teaching unit, students are guided to independently solder small control units, such as multi-motor drive units, sound and light control units, temperature and humidity control units, and early warning monitoring units, etc. Figure 19 As shown, students connect their individual projects to the I / O pins of the 51 microcontroller or the STM32 microcontroller on the circuit board via ribbon cables to verify the functions of their individual control units, thereby increasing students' learning interest and hands-on skills.

[0057] It should be understood that the above detailed description of the embodiments of the present invention provided in the accompanying drawings is only for further explanation of the present invention and is not intended to limit the scope of the claimed present invention, but merely to illustrate selected embodiments of the present invention. Based on the embodiments of the present invention, any non-essential improvements and adjustments made by those skilled in the art based on the above description of the present invention are all within the protection scope of the present invention.

Claims

1. A multifunctional microcontroller teaching experiment box, comprising a box body (1) and a circuit board (2) disposed within the box body (1), characterized in that, The circuit board (2) is equipped with a dual-core microcontroller and a group of teaching modules connected to the dual-core microcontroller, wherein: The dual-core microcontroller consists of a basic microcontroller (31) and an advanced microcontroller (32); The teaching module group includes an LED running light module (41), a digital tube module (42), a buzzer module (43), a key module (44), an LCD display module (45), a dot matrix module (46), a relay module (47), a real-time clock module (48), an EEPROM module (49), a temperature sensing module (401), and an infrared receiving module (402), totaling 11 modules. The 11 modules are independent of each other and are connected to the basic microcontroller (31) and the advanced microcontroller (32) respectively.

2. The multifunctional microcontroller teaching experiment box according to claim 1, characterized in that, The basic microcontroller (31) is a 51 microcontroller and is located on the left side of the middle part of the circuit board (2). The advanced microcontroller (32) is an STM32 microcontroller and is located on the right side of the middle part of the circuit board (2). All I / O pins of the 51 microcontroller and the STM32 microcontroller are brought out through the form of pin headers.

3. The multifunctional microcontroller teaching experiment box according to claim 2, characterized in that, The circuit board (2) is also equipped with a USB power-download interface 1 (5) and a USB power-download interface 2 (6). The basic microcontroller (31) is connected to the computer through the USB power-download interface 1 (5), and the advanced microcontroller (32) is connected to the computer through the USB power-download interface 2 (6).

4. The multifunctional single-chip microcomputer teaching experiment box according to claim 3, characterized in that, The circuit board (2) is also equipped with reset buttons (7) that are connected to the basic microcontroller (31) and the advanced microcontroller (32) respectively.

5. The multifunctional single-chip microcomputer teaching experiment box according to claim 4, characterized in that, The circuit board (2) is also equipped with a wireless transceiver module (8) that connects to the basic microcontroller (31) and the advanced microcontroller (32).

6. The multifunctional microcontroller teaching experiment box according to claim 5, characterized in that, The circuit board (2) is also provided with an ultrasonic module socket (10), an LCD1602 liquid crystal socket (101), and an LCD12864 liquid crystal socket (102), and the ultrasonic module socket (10), the LCD1602 liquid crystal socket (101), and the LCD12864 liquid crystal socket (102) are respectively connected to the basic single-chip microcomputer (31) and the advanced single-chip microcomputer (32).

7. The multifunctional microcontroller teaching experiment box according to claim 1, characterized in that, The circuit board (2) is located inside the lower cover (12) of the housing (1).

8. A multifunctional microcontroller teaching experiment box according to claim 7, characterized in that, The lower cover (12) also has an experimental equipment storage area for placing the corresponding experimental equipment.

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