Using Analog to Digital Converter . That means a quantity. The first quantity is mostly voltage. For example in LM3. But most of our computer (or Microcontrollers) are digital in nature. They. can only differentiate between HIGH or LOW level on input. For example if input is more than 2. So we cannot. measure voltage directly from MCUs. To solve this problem most modern MCUs have. ADC unit. ADC stands for analog to digital converter. It will convert a voltage. MCU. This enables us to easily interface all sort of analog devices with MCUs. Some. really helpful example of analog devices are. Light Sensors. Temperature. Sensors. Accelerometers. Touch. Screens. Microphone for Audio Recording. And possibly many more. In this tutorials we will learn to use the internal ADC of PIC1. Example. is for PIC1. F4. 52. 0 which is a 4. PIN device). Specifications of ADCs. Most important specification of ADCs is the resolution. This specifies how. ADC measures the analog input signals. Common ADCs are 8 bit. For example if the reference voltage(explained latter) of. ADC is 0 to 5v then a 8 bit ADC will break it in 2. V approx. While the 1. ADC will break the. V approx. So you can see that the 8 bit ADC can’t tell. V and 1. 8m. V. The ADC in PIC1. Other specification include (but not limited to) the sampling rate, that means. ADC can take readings. Microchip. claims that pic. In PIC 1. 8 there are two reference. Vref- and one is Vref+. The Vref- specifies the minimum. How to burn or program PIC Microcontroller? Gallery of Electronic Circuits and projects, providing lot of DIY circuit diagrams, Robotics & Microcontroller Projects.Vref+ specifies the maximum. For example. if the input signal Vref- is applied to analog input channel then the result. Vref+ is applied to the input. ADC). Fig.: ADC Reference Voltage. The Vref+ and Vref- pins are available in PIN5 and PIN4 of the PIC1. PIC Tutorial information on compilers, programming, device information, peripherals, protocols and techniques. In the Devices section there is a. F4. 52. 0 chip. For a simple design the Vref- . GND and Vref+ is Vcc. As this is such a common configuration that the ADC. Therefore you do not need to. Vref pins, so you can use them for other purpose. ADC Channels: The ADC module is connected to several channels. The multiplexer can connect the input of the ADC to any of. This allows you to connect many analog signals to the. MCU (say 3 temperature sensors). In PIC1. 8F4. 52. AN0, AN1 etc. You can have a look at the pin configuration in. This time is called acquisition time. Once acquisition time is over the input channel is disconnected from the. The acquisition times depends on several factor. Vdd of the system and temperature. You can refer. to the page 2. A safe. value is 2. S, so acquisition time must be set to any value. ADC Clock: ADC Requires a clock source to do its conversion. ADC Clock. The time period of the ADC Clock is called TAD.
The ADC requires. TAD to do a 1. 0 bit conversion. It can be derived from the CPU. TOSC) by dividing it by a suitable division factor. See table. 2. 6- 2. PIC1. 8F4. 52. 0 datasheet (or table 2. PIC1. 8F4. 55. 0/PIC1. F2. 55. 0 datasheet). Also now we have the TAD. Acquisition time. TAD. It can be set to one of the following. TAD1. 6 x TAD1. 2 x TAD8 x TAD6 x TAD4 x TAD2 x TAD0 x TADAs we saw in above paragraph that the safe acquisition time is 2. S, so we. select 2 x TAD as acquisition time. The. control registers are used to setup and give commands to the ADC. They also. provides the status of ADC. The two data registers holds the 1. Since each resister in PIC1. We will develop two functions to support ADC in our projects. One will help. initialize the module and other will help us select any of the 1. After the conversion is done it will return us the results. I am not giving here the description of the control and data registers as they. PIC1. 8F4. 52. 0. I request. you to download the datasheet and read the description so that you will have. Idea of what every bit in the registers do. As I told before, ADC is connected. CPU via three control register and two data registers. The three control. ADCON0 – Used to select analog input channel,start the. We. use this in ADCRead() function.)ADCON1 – Used to Select Voltage reference, and to configure. Analog of digital. If you need some of them to do digital I/O. Now we have our ADC Module setup, when ever you want to do the ADC Conversion. ADCRead(). For example to do ADC Conversion on channel. ADCRead(0); That’s it ! Then we select ADC channel. After that we switch on the module by setting. ADON bit. Then conversion is started by setting the GODONE. As soon as the GODONE bit is set to 1 the module starts. As long as the module is busy the GODONE. HIGH, and when the conversion is complete it is cleared by the module. Remember that the while. GODONE. is high the CPU will do nothing. As soon as GODONE is cleared. ADON. bit. Finally the result of conversion is returned, ADRES register. Demo program to test PIC ADC Code. We will write a very simple program that will demonstrate ADC usage. The program. will read ADC channel 0 (AN0 PIN) and display its value on LCD. Screen. Before attempting the experiment please read the following. As you will need the LCD. Support in addition to the ADC Interface code. The program is intended to be compiled using the HI- TECH C for PIC1. MPLAB IDE. So if you are not familiar with the build steps please see the. ANALOG TO DIGITAL CONVERTOR INTERFACING TEST PROGRAM- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- Simple Program to connect with the internal ADC of PIC MCUs. The program reads and display the analog input value at AN0. Requires the PIC1. MCU: PIC1. 8FXXXX Series from Microchip. Compiler: HI- TECH C Compiler for PIC1. MCUs (http: //www. Copyrights 2. 00. Avinash Guptae. Xtreme Electronics, India. For More Info visithttp: //www. Xtreme. Electronics. Mail: me@avinashgupta. Or if you are experienced enough you. Fig.: Schematic for PIC ADC Test. You just need to make and attach the LCD. Expansion Board to the main Dev Board. RV2, which is a. 1. K variable resistor is used to feed variable voltage between 0 and 5v to the. PIN. When the demo is running you can adjust RV2 can note the change. ADC read out on the LCD. Module. Videos and Pictures. Fig.: PIC ADC Demo Hardware Setup. Take a 1 minute test. Buy complete kit including PCB, Parts, Programmed MCU, Transformer and Matching IR Remote. Control Unit. Downloadse. Xtreme Electronics highly recommends Easy. EDA circuit design & order PCB. Powerful Free Circuit Simulator & PCB Design Tool - Easy. EDA 1. 0 pcs 2 layers only $1.
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School organization” refers to how schools arrange the resources of time, space, and personnel for maximum effect on student learning. The school's organizational plan addresses those issues that affect the school as a whole, such as the master schedule, the. Classroom Forms These ready-to-use forms will help you keep your classroom, lesson plans, and paperwork organized. This is a useful activity for the first week of school. Group Demographic Chart Use a chart to track student and parent names and phone. School Organization. Through a school's organizational patterns—whether the school is divided into teams or houses, for example, or whether it adopts a traditional or a block schedule—the staff can convey to both students and their parents that learning is important, that the business of the school is learning, and that the different elements of the school's organization are structured to support that learning. The master schedule, for example, is not established merely for the convenience of the transportation department, although bus schedules are important and must be accommodated. Nor are teams established only so that members of the faculty who are friends can work together. All arrangements must reflect an unwavering focus on student learning. A Safe and Positive Environment. The wise deployment of space can go a long way toward ensuring a physically safe environment, particularly for young children. If classrooms, the art room, restrooms, and the library are all within easy walking distance, and if the paths to each are safe, children will feel secure going alone. In addition, a school's arrangement of teachers into teams, houses, and the like can contribute to a feeling of community, and therefore emotional safety, for students; they should feel part of a group small enough that their absence or illness would be noticed. A Culture of Hard Work and Opportunities for Success. A focus on success is not a matter of spoon- feeding. A good school organization will offer students the optimal degree of challenge, stretching them while at the same time ensuring that they can succeed if they exert the necessary effort. Students need to know (and may need to be reminded) that it is up to them to exert the effort. For example, elementary- school teachers might let their students know that they are free to go to the computer lab or learning center once they've completed their work and mastered certain tasks; similarly, students in middle or high school could be told that if they are willing to commit to a heavy workload and fill any gaps in their understanding, they can enroll in Spanish II or an advanced placement course. Such opportunities should not constitute an exclusive club, open only to a few students; they should be open to any students willing to commit to them. The master schedule must be arranged to permit students to make these commitments and demonstrate their desire to participate in the most challenging opportunities the school has to offer. When a school adopts a success orientation, it also commits itself to a flexible deployment of resources: nothing is carved in stone, and no one adopts a “take it or leave it” attitude. Students are assumed to be capable learners, and the school accepts its obligation to ensure successful learning by all students. Students should be able to get additional help when they need it, and to challenge the curriculum when they so choose; they should not be obliged to sit through a year of algebra if they can demonstrate, through a valid assessment, that they already understand the content. On the other hand, a student struggling with how to write a clear paragraph, for example, should be able to get help as needed. School Organization. The research on school organization is clear: in general, small schools yield better results than large ones. This suggests that educators at large schools can help more students learn by creating subunits—schools within a school. Moreover, studies on teacher collaboration and teaming have shown that students benefit when teachers work together to promote student learning. Some schools in rural areas, of course, are too small, unable to provide a reasonable range of curricular or extracurricular offerings. But while educators in large schools can generally devise ways to break up into smaller units, those in small schools can't usually do much about their limited resources (although the Internet now provides students with learning opportunities that were not previously available). Components of School Organization. Of course, most school staffs inherit a preexisting organizational structure. For many educators, certain aspects of the school's organization—such as the number of classes in the master schedule in a high school or the houses in a middle school—are part of the school's very identity. This reality can make altering the school's organization slow and difficult. Still, educators should consider the following aspects of the school to determine which ones, if any, should be changed. At the elementary- school level, units are usually instructional teams or grade- level groups, in which teachers work with students from classes other than their own homerooms. For example, three 4th grade teachers might choose to work together to teach all 1. Many middle schools have houses in place, which might be led for instance by four teachers, each representing core curricular areas, working together with a group of 1. Some of these are grade- based, whereas others are organized around an instructional focus, such as technology or the arts. Master Schedule. The influence of the master schedule is hard to overstate. The schedule structures the pace of the interactions between students and teachers, and class length affects the nature of instruction and the depth to which students are able to go at any given time. At the elementary- and middle- school levels, the master schedule conveys the relative importance of different areas of study: for example, when language arts are allocated 9. Alternatives to traditional scheduling practices at the middle- and high- school levels have been widely discussed in the educational literature under the general heading of “block scheduling.” Although not a panacea, block scheduling can materially affect the quality of student- teacher interactions and the nature of teacher collaboration. The main characteristic of these approaches is that they organize instructional time into longer blocks than the traditional pattern, thus allowing teachers and students greater flexibility in how they use their time. With longer blocks of time, students can embark on projects that would be difficult to complete in only 4. Teachers accustomed to relying on lecturing find that they need to vary their approach under block scheduling, enabling students to engage in deeper and more sustained exploration of content. Deployment of Instructional Personnel. Most elementary schools assign classroom teachers groups of 2. Title I teachers; and teachers funded through district or external funds to serve migrant students, ESL learners, or “gifted” students. In fact, some elementary schools have more “extra” teachers than they do regular ones! The situation is different at the middle- and high- school levels, where students rotate among content specialists. In schools committed to enhancing student learning, teachers go to considerable effort to integrate “special” subjects with more “academic” disciplines. Even when the schedule demands that a class of 3rd grade students goes to art class at, say, 1. These efforts have had mixed results, partly because when overall class sizes are reduced, other expenses are inevitably increased—for more classroom space and for additional content specialists (and the classroom space that they need). In addition, there are frequently not enough qualified teachers to teach the new classes, especially at very large schools, resulting in at least a short- term reduction in teaching quality. Although the research on class size has been inconclusive, studies suggest that reductions in size don't have much of an effect on student achievement unless the classes consist of 1. In any case, it is not the size of the homerooms that matters, but the size of instructional groups; consequently, if the entire teaching staff can be deployed in a manner that greatly reduces the size of instructional groups, results are likely to improve. A school organizational structure that supports the use of all teaching staff (including those paid for by categorical funds) to provide basic instruction can result in much smaller instructional groups than are traditionally found in schools. Such an approach should not include permanent tracking. When elementary- school students are clustered as “bluebirds” or “canaries” according to their real or perceived abilities, the groups often become permanent: those who are identified early on as particularly able tend to be the ones permitted to enroll in advanced courses in high school. Permanent tracking harms all but the highest- performing students, who themselves gain only slightly from the practice. Short- term skill grouping, however, can be highly beneficial for all students. Students who do not understand, say, subtraction with regrouping should receive targeted instruction on the concept before moving on to a skill that depends upon it (such as division). But there is no reason for students who have already grasped subtraction with regrouping to spend any more time on the topic; they should instead be more productively engaged in other topics. Hence teachers need the flexibility to create skill groups when needed, particularly for concepts that are prerequisites for later lessons. The school's approach to scheduling and deployment of staff must support the formation of short- term skill groups when needed. In addition, the school's organization must allow for skill groups to be formed quickly and changed frequently; flexibility, in other words, is the key. Implications for Different Levels. I have discussed the above issues separately, as though educators addressed them one at a time. In reality, of course, the various aspects of a school's organizational structure are highly intertwined and tightly related to other aspects of the school, such as curriculum, student assessment, and learning support. 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