C language teaching development board based on microcontroller technology

Abstract

The utility model relates to the technical field of control development boards, in particular to a C language teaching development board based on a microcontroller technology, and aims to closely combine C language teaching with hardware development so as to overcome the limitation of C language teaching in a traditional computer software environment. The development board comprises a power supply module, a microcontroller module, an LED module, a key module, a USB-UART module, a nixie tube module, a rotary encoder module, an EEPROM module and a temperature sensor module. Through the modules, students can learn how to use the C language to perform programming control on hardware in practice, so that understanding of a hardware-software interaction mechanism is deepened. In addition, the development board further supports teaching of communication protocols such as SPI and IIC, serial port communication between the development board and a computer is allowed, and program debugging and data exchange are facilitated. According to the utility model, not only is the teaching effect of C language improved, but also the opportunity of practical practice is provided for students, and the combination of theoretical knowledge and practical application is promoted.

Description

TECHNICAL FIELD

[0001] The utility model relates to control development board technical field, concretely relates to a C language teaching development board based on microcontroller technology. BACKGROUND

[0002] The information disclosed in the background of the utility model is merely intended to increase the understanding of the overall background of the utility model, and should not necessarily be regarded as acknowledging or implicitly suggesting that the information constitutes prior art known to those skilled in the art.

[0003] In the current C language teaching mode, mainly rely on computer system to explain. Teachers usually in general computer environment, through integrated development environment (IDE) to students show C language code writing, compilation and running process. This teaching method can make students master the basic syntax of C language, data type, control structure and other basic knowledge, for example, students can write simple console program on the computer to realize such as mathematical calculation, character processing and other functions.

[0004] However, the above-mentioned method has obvious limitations. C language is closely related to hardware development since its inception, and has a wide range of applications in hardware-related fields such as embedded systems and microcontroller programming. However, the current computer-centered teaching method makes students mostly learn in a virtual software environment, which is far from the essence of C language in hardware development. They rarely have the opportunity to understand how C language interacts with hardware, such as how to control the pin level of microcontroller to drive external devices through code, and how to use C language to program and operate hardware resources such as interrupts and timers. This teaching situation leads students to lack sufficient practical ability and understanding of hardware-software interaction mechanism after completing the C language course, making it difficult to apply the learned C language knowledge to hardware development-related work and projects.

[0005] Therefore, it is necessary to study a C language teaching development board based on microcontroller technology, which can combine C language teaching with hardware development. UTILITY MODEL CONTENT

[0006] In order to solve the above technical problems, the utility model provides a C language teaching development board based on microcontroller technology, which aims to overcome the shortcomings of existing C language teaching limited to computer software environment, by providing a teaching development board based on microcontroller technology, so that C language teaching and hardware development are closely combined, and students' understanding of hardware-software interaction is enhanced, so that students can master C language control of hardware in practice, and improve the C language teaching effect.

[0007] In order to achieve the above object, the utility model adopts the following technical scheme:

[0008] A C language teaching development board based on microcontroller technology, including development bottom plate, being arranged with control system on development bottom plate, control system includes power module, microcontroller module, LED module, button module, USB-UART module, nixie tube module, rotary encoder module, EEPROM module and temperature sensor module that electric connection,

[0009] The power module is used for power supply for the control system;

[0010] The microcontroller module includes a master control chip for driving each module of the control system to run, thereby realizing the definition and use of variables.

[0011] The LED module is used to show the change effect, sequence, branch and loop structure of variables.

[0012] The button module is used for manual input of variables.

[0013] The USB-UART module is used to realize serial communication with a computer, and the automatic input of variables is realized through software algorithm edited by C language.

[0014] The nixie tube module is used to display the output of variables.

[0015] The rotary encoder module is used to generate pulse signals, so that the adjustment of variables and parameters can be realized by reading these signals.

[0016] The EEPROM module is used to read C language programming of SPI communication protocol, and the input of variables is realized through software algorithm edited by C language, and the output is according to SPI communication protocol.

[0017] The temperature sensor module is used to read C language programming of IIC communication protocol, and the input of variables is realized through software algorithm edited by C language, and the output is according to IIC communication protocol.

[0018] Preferably, the power module includes a power supply circuit, which includes a linear voltage stabilizing chip for outputting low-ripple DC voltage.

[0019] Preferably, the microcontroller module includes a microcontroller circuit, and the master control chip is provided with a plurality of registers and peripheral interfaces, which are used to realize the definition and use of variables through read and write operations on the registers.

[0020] Preferably, the LED module includes an LED circuit, which includes a plurality of LED lights for directly showing the execution result of C language program.

[0021] As preferred, the key module comprises a key circuit connected with the microcontroller circuit and associated with the LED circuit.

[0022] As preferred, the USB-UART module comprises a USB-UART circuit for converting the USB signal into the UART signal of the microcontroller; the USB-UART circuit comprises a USB connector and an interface chip, and the USB connector comprises a USB interface for connecting with a computer.

[0023] As preferred, the nixie tube module comprises a nixie tube circuit comprising a plurality of nixie tubes connected with the microcontroller.

[0024] The utility model includes but is not limited to the following beneficial effects:

[0025] 1, the utility model can let student with C language code be used for microcontroller to control hardware, enhances the understanding of C language concept in hardware environment application, promotes the ability of hands and problem solving, makes up the deficiency that traditional teaching lacks hardware interactive experience;

[0026] 2, the utility model provides visual, touchable platform for C language learning, lets student see that program produces actual effect on development board, stimulates learning interest, changes the boring situation caused by only facing code text in traditional teaching;

[0027] 3, the utility model can let student contact C language in microcontroller programming actual engineering scene in advance, learns optimization code to adapt hardware resource restriction and handles hardware related problem, narrows school learning and actual work gap;

[0028] 4, the utility model is open platform, and students of different levels and interests can develop individualization accordingly, tap potential, cultivate innovation and independent thinking ability, which is difficult to realize in traditional teaching;

[0029] 5, when running code on the development board of the utility model, student can more directly understand program running condition through its feedback mechanism, and more quickly position and solve hardware connection or code logic problem, improve learning efficiency, which is different from traditional software environment debugging. BRIEF DESCRIPTION OF DRAWINGS

[0030] Figure 1 It is development board system layout schematic diagram;

[0031] Figure 2 It is the system overall block diagram of utility model;

[0032] Figure 3 It is power supply circuit schematic diagram;

[0033] Figure 4 is a schematic diagram of microcontroller circuit;

[0034] Figure 5 is a schematic diagram of LED circuit;

[0035] Figure 6 is a schematic diagram of case circuit;

[0036] Figure 7 is a schematic diagram of USB-UART circuit;

[0037] Figure 8 is a schematic diagram of nixie tube circuit;

[0038] Figure 9 is a schematic diagram of rotary encoder circuit;

[0039] Figure 10 is a schematic diagram of EEPROM circuit;

[0040] Figure 11 is a schematic diagram of temperature sensor circuit.

[0041] The reference signs involved in the drawings are:

[0042] 1, power module; 2, microcontroller module; 3, LED module; 4, key module; 5, USB-UART module; 6, nixie tube module; 7, rotary encoder module; 8, EEPROM module; 9, temperature sensor module; 10, development board. DETAILED DESCRIPTION

[0043] In order for those skilled in the art to better understand the present application, the technical scheme of the present application will be further described below in combination with the drawings and examples.

[0044] As shown in Figures 1 to 11 The present application provides a C language teaching development board based on microcontroller technology, which comprises a development board 10, wherein a control system is arranged on the development board 10, and the control system comprises a power module 1, a microcontroller module 2, an LED module 3, a key module 4, a USB-UART module 5, a nixie tube module 6, a rotary encoder module 7, an EEPROM module 8 and a temperature sensor module 9 which are electrically connected.

[0045] As shown in Figure 3 The power circuit of the power module 1 is shown in the figure, and after the 5V power supply is filtered by 100nF and 10uF capacitors, it is sent to the linear voltage stabilizer SPX1117M3-L-3.3 / TR for voltage stabilization, and then a 3.3V power supply is generated to supply power to other circuits. In order to enhance the stability of the power supply, the 3.3V power supply is filtered by 100nF and 10uF capacitors, and a 1KΩ current limiting resistor is used to supply power to the power indicator LED.

[0046] The principle of the power supply circuit is as follows: SPX1117M3-L-3.3 / TR is a linear voltage stabilizing chip, and outputs low-ripple direct current 3.3V voltage; the input capacitor in front of SPX1117M3-L-3.3 / TR is a voltage input end filter circuit, and the rear-end capacitor is a voltage output end filter circuit; the 1KΩ resistor is an LED current-limiting resistor, and when the power supply is turned on, the LED lamp is bright.

[0047] The microcontroller circuit of the microcontroller module 2 is as shown in Figure 4 The microcontroller circuit adopts STM32F103C8T6 of ST Company, which provides high-frequency clock by using 12MHz crystal oscillator and provides low-frequency clock by using 32.768KHz crystal oscillator. The BOOT0 pin of the microcontroller is grounded, indicating that the program is started from the internal Flash. A 100nF capacitor is connected to the ground of the reset pin of the microcontroller to enhance the anti-interference performance. All power supply pins of the microcontroller are connected to the ground through 100nF decoupling capacitors. The pins PA0-PA3 are used for connection with the LED circuit; the pins PA4-PA7 are used for connection with the EEPROM circuit; the pins PB0 and PB1 are used for connection with the rotary encoding circuit; the pins PB10 and PB11 are used for connection with the USB-UART circuit; the pins PB12-PB15 are used for connection with the key circuit; the pins PA8-PA15 and PB3-PB6 are used for connection with the nixie tube circuit; and the pins PB8 and PB9 are used for connection with the temperature sensor circuit.

[0048] The STM32 chip is used as the core device, and provides rich registers and peripheral interfaces, so that the control of C language on hardware can be well demonstrated. The definition and use of variables can be explained through the read and write operations on the internal registers of the chip (which is a typical C language and hardware interaction mode). For example, a variable is defined to store the count value of the timer, and the timer-related registers are assigned in the C language code to set the working mode and count period of the timer, which involves the knowledge of variables and sequential structure.

[0049] The LED circuit of the LED module 3 is as shown in Figure 5 The LED circuit is composed of four LEDs, each of which is connected to the microcontroller circuit through network labels LED1-LED4 by using a 1KΩ current-limiting resistor.

[0050] The LED lamp can be used to show the change effect of variables and sequential, branching and loop structures. For example, the LED lamp is lit or flashed one by one through a loop structure, or different LED lamps are lit according to different conditions (branching structure), so as to directly show the execution result of the C language program.

[0051] The key module 4 includes a key circuit, such as Figure 6 As shown, the key circuit is composed of 4 6*6 touch keys, and the signal pin of each touch key is pulled up to 3.3V power supply through a 10KΩ resistor, which is connected to the microcontroller circuit through network labels KEY1-KEY4.

[0052] The key can be used to explain the branch structure. For example, when a certain key is pressed, one function is executed, and when it is not pressed, another function is executed. C language code can be written to detect key presses (by reading the GPIO pin state corresponding to the key), and then enter different branches according to the key state, such as lighting or extinguishing an LED.

[0053] The USB-UART module 5 has a USB-UART circuit, such as Figure 7 As shown, the USB-UART circuit is mainly composed of a USB connector and a CH341T chip. CH341T is responsible for converting USB signals into UART signals for the microcontroller. The USB connector is connected to the computer through the USB interface, D+ and D- are differential signals connected to CH341T, and the USB interface provides 5V power supply to the entire circuit board. CH341T uses 3.3V power supply, and a 12M crystal oscillator provides a running clock, and the converted UART signal is connected to the UART3 of the microcontroller.

[0054] The USB-UART circuit is used for serial communication with the computer. In C language, functions can be written to implement data sending and receiving. Through serial communication, the value of the variable on the development board can be sent to the computer for display, or the instructions sent by the computer can be received to control the hardware devices on the development board. This involves the application of functions and complex data types (such as structures for encapsulating serial communication parameters).

[0055] The nixie tube module 6 has a nixie tube circuit, such as Figure 8 As shown, a 4-bit 8-segment common cathode nixie tube FJ3461AH is used. The common cathode of FJ3461AH is connected to 4 NPN triodes, and the base is controlled by the microcontroller. Each bit of FJ3461AH is connected to the microcontroller through a 1KΩ resistor. The microcontroller can dynamically complete the display of the nixie tube by selecting the bit first and then selecting the segment.

[0056] Where the nixie tube can be used to display numbers or simple characters. By writing C language code, the value of the variable is converted into the content of the nixie tube display, which involves the knowledge of arrays (for storing nixie tube display segment code) and functions (for controlling nixie tube display). For example, define a function to set the display content of the nixie tube, and store the segment code corresponding to each number in the array inside the function. According to the input variable value, select the corresponding segment code for display.

[0057] The rotary encoder circuit of the rotary encoder module 7 is as shown in Figure 9 As shown, EC11E09244BS is used, and its fixed pin is grounded through magnetic bead MMZ1608S221ATA00. The A and B pins of EC11E09244BS are pulled up to 3.3V through 10KΩ resistors, and are connected with the microcontroller through network labels BMQ_A and BMQ_B. The microcontroller can know the direction and gear of the user rotating the encoder by reading the pulse signals of BMQ_A and BMQ_B.

[0058] Where the rotary encoder can generate pulse signals, and by reading these signals, the adjustment of parameters such as the timing time of the timer or the duty cycle of the PWM wave can be realized. In C language, the state of the encoder is read continuously using loop structure, and the value of the variable is updated according to the change of the pulse. This process involves the comprehensive use of variables, loops and branching structures.

[0059] The circuit of the EEPROM module 8 is as shown in Figure 10 As shown, EEPROM uses AT93C46DN, which communicates with the microcontroller using SPI interface. VCC is connected to 3.3V, and uses 100nF capacitor for decoupling. ORG is a word selection pin, which can specify whether to use 8-bit data or 16-bit data internally. Connecting it to ground indicates the use of 8-bit data. Pins 1-4 are SPI pins, CS is the chip select pin of SPI, SK is the clock pin of SPI, DI is the data input pin and should be connected to the MOSI pin of the microcontroller, and DO is the data output pin and should be connected to the MISO pin of the microcontroller.

[0060] Where the SPI interface EEPROM device is used to explain the C language programming related to SPI communication protocol. C language functions can be written to realize the read and write operations of EEPROM, and this process involves the use of variables, sequential structures and functions. For example, define a function to write data to EEPROM, and inside the function, according to the order of SPI communication protocol, first send the device address, then send the data address, and finally send the data content.

[0061] The circuit of the temperature sensor module 9 is as shown in Figure 11As shown, GX101S is an IIC bus interface temperature sensor. It is powered by 3.3V, and a 100nF capacitor is used for decoupling. GX101S uses SCL and SDA to communicate with the microcontroller. Since both SCL and SDA are open-drain outputs, a 10KΩ pull-up resistor is used to pull them up to the 3.3V power supply.

[0062] The IIC interface temperature sensor is used to demonstrate C language programming of IIC communication protocol. By reading the data of the temperature sensor and displaying it on the development board (such as through the digital tube), the application of C language in IIC communication can be explained in depth, including function calling, data type conversion (converting the data read by the sensor into a suitable format for display), etc.

[0063] In summary, the development board includes a control system that integrates multiple functional modules: power module 1, microcontroller module 2, LED module 3, key module 4, USB-UART module 5, digital tube module 6, rotary encoder module 7, EEPROM module 8, and temperature sensor module 9. Through these modules, students can learn how to use C language to program and control hardware in practice, thereby deepening their understanding of the hardware-software interaction mechanism. In addition, the development board also supports the teaching of communication protocols such as SPI and IIC, allowing students to master common interface technologies in embedded systems. The USB-UART module 5 allows serial communication between the development board and the computer, facilitating program debugging and data exchange. The utility model not only improves the teaching effect of C language, but also provides students with hands-on practice opportunities, promoting the combination of theoretical knowledge and practical application.

[0064] The various embodiments in the specification are described in a progressive manner, and each embodiment focuses on the differences from other embodiments. The same or similar parts between the various embodiments can be referred to each other.

[0065] The above description of the disclosed embodiments enables a person skilled in the art to implement or use the utility model. Various modifications to these embodiments will be apparent to those skilled in the art, and the general principles defined herein can be implemented in other embodiments without departing from the spirit or scope of the utility model. Therefore, the utility model will not be limited to these embodiments shown herein, but will conform to the widest scope consistent with the principles and novel features disclosed herein.

Claims

1. A microcontroller technology-based C language teaching development board comprising a development baseboard, characterized in that: The development base plate is provided with a control system, and the control system comprises a power supply module, a microcontroller module, an LED module, a key module, a USB-UART module, a digital tube module, a rotary encoder module, an EEPROM module and a temperature sensor module which are electrically connected; The power supply module is used for supplying power to the control system; The microcontroller module comprises a master control chip, which is used for driving the operation of each module of the control system, so as to realize the definition and use of variables; The LED module is used for showing the change effect, sequence, branch and loop structure of the variable; The key module is used for manual input of the variable; The USB-UART module is used for realizing serial communication with the computer, and the automatic input of the variable is realized through the software algorithm edited by C language; The digital tube module is used for displaying the output of the variable; The rotary encoder module is used for generating pulse signals, so that the adjustment of the variable and the parameter can be realized by reading the signals; The EEPROM module is used for reading C language programming of SPI communication protocol, and the variable is input through the software algorithm edited by C language and output according to SPI communication protocol; The temperature sensor module is used for reading C language programming of IIC communication protocol, and the variable is input through the software algorithm edited by C language and output according to IIC communication protocol.

2. The C language teaching development board based on microcontroller technology according to claim 1, characterized in that: The power supply module comprises a power supply circuit, and the power supply circuit comprises a linear voltage stabilizing chip for outputting low-ripple direct current voltage.

3. The C language teaching development board based on microcontroller technology according to claim 2, characterized in that: The microcontroller module comprises a microcontroller circuit, and the master control chip is provided with a plurality of registers and peripheral interfaces, which are used for realizing the definition and use of the variable through the read and write operation of the registers.

4. The C language teaching development board based on microcontroller technology according to claim 3, characterized in that: The LED module comprises an LED circuit, and the LED circuit comprises a plurality of LED lamps for directly showing the execution result of the C language program.

5. The C language teaching development board based on microcontroller technology according to claim 4, characterized in that: The key module comprises a key circuit, which is connected with the microcontroller circuit and associated with the LED circuit.

6. The C language teaching development board based on microcontroller technology according to claim 5, characterized in that: The USB-UART module comprises a USB-UART circuit for converting the USB signal into the UART signal of the microcontroller; the USB-UART circuit comprises a USB connecting piece and an interface chip, and the USB connecting piece comprises a USB interface for connecting with the computer.

7. The C language teaching development board based on microcontroller technology according to claim 6, characterized in that: The digital tube module comprises a digital tube circuit, and the digital tube circuit comprises a plurality of digital tubes connected with the microcontroller.

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