Purpose: The general purpose of this laboratory is to familiarize you with the software development steps using the Keil uVision simulator. In the following labs, we will use uVision for both simulation and debugging on the real board, but for this lab, we will just use the simulator. You will learn how to perform digital input/output on parallel ports of the TM4C123. Software skills you will learn include port initialization, logic operations, and unconditional branching.
Do not use any conditional branches in your solution! We want you to think of the solution in terms of logical and shift operations. Logical operations include AND, ORR and EOR. Shift operations include LSL and LSR.
System Requirements:
The objective of this system is to implement an an even parity system. There are three bits of inputs and one bit of output. The output is in positive logic: outputing a 1 will turn on the LED, outputing a 0 will turn off the LED. Inputs are negative logic: meaning if the switch not pressed is the input is 1, if the switch is pressed the input is 0.
PEO is an input
PE1 is an input
PE2 is an input
PE3 is the output
The specific operation of this system
• Initialize Port E to make PEO, PE1, PE2 inputs and PE3 an output
• Make the output 1 if there is an odd number of switches pressed, otherwise make output o.
• Over and over, read the inputs, calculate the parity bit and set the parity bit at the output
The input data refers to the switch, not the input. The following table illustrates the expected behavior relative to output PE3 as a function of inputs PEO, PE1, PE2 (negative logic with respect to the switches). PE2 0 0 0 0 PE1 0 0 1 1 0 0 PEO 0 1 0 1 0 1 0 1 РЕЗ 1 0 0 1 0 1 1 0 number of O's in 3 input bits odd even even odd even odd odd even 1 1 1 1 1 1
There are 8 valid output values for Port E: 0x01,0x02,0x04,0x07,0x08,0x0B,0xOD, and OxOE. General rule, PEO, PE1, PE2, PE3 always have an odd number of O's.
You could also consider the specification the LED output as a function of the switch input. The following table illustrates the expected behavior relative to LED output as a function of switch presses Sw2 Sw1 Swo press press press press press not press not press press not not not press press not press not not not press not not not LED On Off Off On Off On On Off number switches pressed odd even even odd even odd odd even
where press means the switch is pressed and not means the switch is not pressed.

Which image best conveys a sentimental tone in "hearts and hands? "

What was the main idea or message taught by the ballad, "king john and the abbot of canterbury"?

Preparing for a group discussion the first step in participating in a group discussion is to understand the purpose and process of a group discussion. your approach to a group discussion will differ from other assignments, such as writing a research paper. read through the discussion guidelines to understand how you should prepare for a group discussion assignment. your discussion process for this task, you’ll need to work as part of a group of three or four students who can meet together for a face-to-face or virtual discussion. your teacher will identify a process for this task that fits your learning situation. for instance, if you’re working primarily on your own in this course with no on-site classmates (self-paced course), the process will be a little different than if you are learning with at least two other students in the same building and on the same schedule (group-paced course). discussions in those two cases are outlined below. group-paced course the teacher organizes groups or enables students to self-organize. in the discussion session, students take turns presenting their thesis and then discussing each thesis with the group. one student (not the presenter) acts as a discussion facilitator. the discussion will be a round-robin, rotating the presenter and facilitator roles for each thesis. plan to spend at least 15 minutes to present and discuss each thesis. refer to the discussion summary below. you will want to take brief notes during the discussion so that you can easily complete the discussion summary afterwards. self-paced course you will find at least two people to participate in this discussion with you. they could be classmates from other courses, friends, or siblings. they should be roughly your age, if possible, so you can have a thoughtful discussion with peers. you will set a time and place for the discussion and share the discussion guidelines for them to read prior to the discussion. you will be the only presenter for this discussion. you will also play the role of facilitator. you will present your thesis and then discuss it with your group. your invited group members are only required to be active, thinking participants. except for reading through the discussion guidelines ahead of time, they do not have to prepare for the discussion beforehand or do any follow-up afterwards. since you will be presenting and facilitating during the discussion, you may want to ask one of the participants to take brief notes for you on key points that come up during the discussion. these notes will you compose your discussion summary below. since there is only one thesis to discuss, plan to spend at least 30 minutes presenting and discussing your thesis. here is an outline of the whole process for this task: 1. you will formulate a thesis and outline a set of points that support your thesis. this may include some initial research. 2. depending upon your learning situation, you may need to organize the discussion group, place, and time. 3. read the discussion guidelines for how to conduct, facilitate, or participate constructively in a discussion with your peers. 4. the group meets to discuss the theses for your learning situation: the discussions should be fair, democratic, and orderly. each member of the group should have an opportunity to express their views; all members should actively contribute to the discussion. group members should show respect for others' views and make their points politely. the goal of the discussion is to gather opposing viewpoints and additional perspectives that would support or oppose your thesis. each participant should come to the discussion prepared to the presenter deepen the understanding of the topic. 5. after you've discussed your thesis, you will complete the discussion summary section below and submit it to your teacher. leading a discussion be sure that all the participants have read the discussion guidelines before beginning your discussion. with three or four peers, start the discussion by presenting your thoughts and findings from your research. present a question to the group to begin the discussion. allow your group to ask you follow-up questions. using an audio recording tool, record the questions your team asks as well as your response to these questions. finally, consider how the discussion changed or influenced your initial research and thoughts about the discussion questions. you will submit your responses to the questions asked in the discussion summary. use your notes from your research and your discussion to you complete the summary. discussion summary part a using an audio recording tool, record the names of the discussion participants below. if you organized the discussion, using an audio recording tool, record how you know each person and summarize how you chose and invited the participants and how you organized the time and place for the discussion.