嵌入式工程师入门指南：从顾问到企业阶梯

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“嵌入式工程师必知必会（英文版）——一本由Lewin A.R.W. Edwards编著的指南，涵盖了从咨询到企业阶梯的嵌入式工程全貌。” 嵌入式工程师是计算机科学和技术领域的一个关键角色，他们专注于设计和开发嵌入在各种设备和系统中的微处理器、硬件和软件。这本书《So, You Wanna Be an Embedded Engineer》为那些希望在这个领域发展的人提供了一个全面的视角。嵌入式系统是现代技术的核心部分，它们存在于从智能手机、家用电器到汽车和工业自动化系统等各个角落。作为嵌入式工程师，你需要掌握一系列技能，包括硬件设计、固件编程、操作系统理解以及优化性能的能力。这本书可能详细讨论了以下关键知识点： 1. **基础知识**：了解嵌入式系统的基本概念，如微控制器、嵌入式操作系统（RTOS）、存储器类型（ROM、RAM）以及I/O接口。 2. **编程语言**：C和C++是最常见的嵌入式编程语言，因为它们效率高且能直接访问硬件。书中可能讲解了如何使用这些语言进行低级编程。 3. **硬件设计**：包括电路原理、数字逻辑、模拟电子学，以及如何将这些知识应用于创建和调试硬件原型。 4. **实时操作系统（RTOS）**：RTOS在嵌入式系统中的重要性不言而喻。书中可能介绍了如何选择合适的RTOS，以及如何进行RTOS的集成和任务调度。 5. **调试技巧**：在没有图形用户界面的环境下，调试嵌入式代码是一项挑战。书中可能涵盖了使用调试器、日志记录和性能分析工具的方法。 6. **职业规划**：从咨询服务到企业内的职位晋升，书中可能会讨论不同类型的嵌入式工程师角色，以及如何在职业生涯中发展和提升。 7. **行业标准与安全**：理解行业标准（如ISO 26262汽车安全完整性等级）和确保产品安全性的最佳实践。 8. **项目管理**：嵌入式开发通常涉及多学科团队，因此项目管理和团队协作也是重要的技能。 9. **最新技术趋势**：如物联网（IoT）、边缘计算和人工智能在嵌入式系统中的应用。 10. **许可和版权**：书中提醒读者注意版权问题，对于技术专业人员来说，尊重知识产权是非常重要的。通过深入阅读和学习这本指南，嵌入式工程师不仅可以获得扎实的技术基础，还能了解到职业发展的路径，从而在竞争激烈的行业中脱颖而出。

Education 7

The traditional route into embedded engineering (in the United States) is a

four-year bachelor’s degree at an institution accredited by ABET, Inc. ABET is

the official accreditor of tertiary programs in science and engineering; it is actu-

ally a consortium of twenty-eight assorted professional and technical societies.

The homepage for this consortium is <http://www.abet.org/>, although there’s

not much interest there for a casual reader.

The typical (but far from universal) degree for embedded engineers would be

a Bachelor of Science in Electrical Engineering ( BSEE). Here is an example of

the curriculum you can expect to cover in such a degree

Subject Matter Credit-Hours

Chemistry 4

Physics 4

English 6

Mathematics 20

General electronics 24

Electromagnetics and electromechanics 7

Analog design 4

Digital logic and/or signal processing 12

Technical electives and projects 21

Economics or accounting 4

General courses teaching design and analysis skills 8

Liberal arts subjects for “academic rounding” 16

If you’re not accustomed to the credit system used by colleges in the United

States, the rule of thumb is that a “credit-hour” means one hour’s classroom time

per week for a semester. You can get some idea of the workload involved in all

this by considering that a full-time course load is four courses per semester. This

This table is an amalgamation from published 2005 curricula for several U.S. colleges. I generated it by

categorizing the subjects in curricula from various institutions and averaging the credit-hour weighting

for each category; I then rounded it out to obtain nice integers. This information is intended only to be

representative of the relative course load weighting of various subject matter in a typical BSEE degree.

8 Chapter 2

translates to somewhere between twelve and sixteen credits. A BSEE degree is

approximately eight full-time semesters. If you’re willing to spend the money

to attend summer and winter classes in addition to the normal spring and fall

sessions, and you’ve got the motivation, it’s possible to complete this program

in somewhere between two and three years. Although you’ll probably be close

to insanity at the end of such an intensive study program, and when you come

home, your dog will assume you’re a burglar and try to bite you.

Note that there is a surprisingly wide variation in course work offered or

required by BSEE degree programs at various colleges. In particular, quite a

few schools are much heavier on computer science than the simulated curricu-

lum I provided on the previous page. Degrees that mandate a large number of

computer science courses (more than eight credits or thereabouts) tend to be

hybrid qualifications with names such as “Bachelor of Science in Computer

and Electronic Engineering.” People who get these sorts of degrees might have

a very slight head start (versus holders of standard BSEEs) working on the firm-

ware in relatively high-end embedded systems. Regular BSEE holders might be

very slightly advantaged in dealing with fine-tuned systems that have significant

hardware issues to be solved, and perhaps a lot of hand-massaged, time-critical

assembly language to tweak.

This possible difference is, however, really only going to affect your first job

when you get out of school.

After a year or two in the workforce, your useful and

marketable skill set will be determined almost exclusively by the field in which

you work unless you make a determined and objectively demonstrable effort at

self-improvement (for example, by publishing technical articles) in some other

field. There are two major reasons for this. First, and most important, once you

start working in a “real” field, your learning and experience will obviously be

focused into that field. You’ll find that the skills you exercise in the pursuit of

your day job will improve exponentially over the baseline competence level you

learned in school. Skills that you aren’t using will inevitably atrophy. (This will

to some degree be offset by the fact that your general problem-solving abilities

will increase dramatically.)

Note that I’m not considering whether a prospective employer will see a difference between the two

qualifications.

Of course, it can affect your postgraduate study path, but I’m assuming you thought about that

when you were selecting undergraduate course work.

Education 9

Second, while your attention is focused on your field of choice, not only is

your memory of those general college courses fading, but the practical state of the

art in those other topics is moving ahead without you. For example, if you took

any college-level computer science courses in the 1990s, you probably learned

Pascal. If you then went away and took a ten-year sabbatical working on a farm,

you’d have come back to the engineering workforce to find Pascal almost dead

and buried,

even as a teaching language. This is perhaps a silly example, but it

should illustrate to you that if you spend any significant time—two or three years

at most—away from an engineering topic, you’ll have to put in an appreciable

effort to reclimb the learning curve when you come back to that topic.

On the topic of work experience and how to obtain it, you should give seri-

ous consideration to an internship if you’re currently following the “normal” life

progression from high school to college to day job. Note that by far the easiest

way to get an internship is through your school. Make sure you’re on the mailing

lists for all the job fairs and internship opportunities. Most faculties regularly

receive internship offers from corporations; these offers are sent out by email

or posted on bulletin boards in the faculty buildings. Likewise, if you’re on the

faculty mailing list, you’ll receive regular invitations to job fairs and similar

events. If you’re not at school, or your school for some reason doesn’t attract

recruiters of this sort, you can find internships directly on the websites of most

large companies. To find out what’s available in your area, a simple technique is

to search job-related sites for local permanent positions, then go directly to the

website of the employers your search uncovered and see what internships they

have listed. (Although most job websites do carry listings for internships as well

as regular jobs, it’s been my experience that these sorts of positions are mostly

advertised through direct means only.)

One or two years as an intern (even just a couple of summers will help) will not

only provide the real-world experience your résumé needs in order to stand out

from the pack of recent graduates, but also as a practical matter you will probably

have used this time to identify your key interests and areas of strong competency.

This will go a long way toward ensuring that your next job application will be for

No hate mail, please. I’m well aware that Delphi still exists, for example. However, Pascal’s primary

purpose was as a teaching language—in which role it has been almost completely overthrown,

mostly by Java.

10 Chapter 2

something you’re good at and will enjoy. As almost a side benefit, being in the

industry for a couple of years will also provide you with some networking oppor-

tunities that can be very useful when you’re looking for a permanent position.

Unfortunately, if you’re already in the workforce, it is probably not practical for

you to cut off your regular income and go back to the internship stage. If you fall

into this category, I encourage you to manufacture your own relevant experiences.

The object here is to build up a portfolio of devices you’ve built that are relevant

to a future employer looking for an embedded engineer. Pick a field that interests

you on a hobby basis—model aircraft, pets, cars, laser shows—almost anything is

a good example. Develop some hardware that’s relevant to this field, and keep it

in your portfolio. This assignment sounds almost ridiculous when stated so baldly,

but if you think about it for a little while, you’ll be able to see an embedded proj-

ect in almost any hobby or interest. You might develop an autopilot for a model

aircraft, a doggy door that uses machine vision to recognize your dog and opens

only for it, an electronic ignition module for your 1960s car with its points-based

ignition, and so on. By the way, local amateur radio groups are a positive hive of

people who can help you learn about electronics—not just RF stuff, but all kinds

of analog and digital material. Even if you don’t have much interest in amateur

radio for its own sake, it’s worth joining one of these clubs for access to your local

technical wizards. Visit the American Radio Relay League at <http://www.arrl.org/>

to find out more about what’s available in your neighborhood.

Now, if you’re on the large corporation ladder, promotions beyond a certain

point are generally much harder to obtain if you lack higher ( postgraduate)

study. You should think very carefully about this issue when selecting an under-

graduate degree. For example, there are some schools now offering bachelor’s

degrees in something called electrical engineering technology (the qualification is

called a BSEET). This sounds superficially like it’s the right kind of course, and

if you were to skim through the syllabus, you might think you see all the right

buzzwords— ABET, hardware, firmware, software, programming, circuit design,

and so on. However, the BSEET is a highly empirical course that is not designed

to lead to further study—it’s sort of the engineering equivalent of trade school.

I’d advise strongly that you steer clear of this degree program; at the institutions

I’ve examined that offer the BSEET, it is no cheaper than the BSEE, it takes

approximately the same length of time to complete, and it offers significantly

less in terms of employability and postgraduate study options.

Education 11

One parenthetical note about postgraduate study: The utility of higher educa-

tion with respect to landing a good position is not merely asymptotic; it actually

has a turning point. It’s a good thing to have a bachelor’s degree. It’s a great thing

to have a master’s degree. Technical certificates, industry-specific qualifications

and other addenda are fine (although not usually very valuable by themselves).

However, it can actually be slightly harder to get practical engineering jobs if you

have a PhD—even to the point where some people intentionally leave them off

their résumés. The stated reasons for this odd prejudice vary, but they include

pay scale requirements (PhDs are expensive), perceptions about PhD holders

being best suited for pure research and development positions, and the belief

that PhDs are “professional students.”

2.2 Getting in Without Traditional Education

(and Acquiring It Thereafter)

As I started work on this chapter in early 2005, the NBC reality television series

The Apprentice was running a contest titled “Book Smarts vs. Street Smarts.”

The purpose of this set of episodes was to determine (as far as televised popular

entertainment can really be said to “determine” anything) whether it is college

graduates or the street-savvy nondegreed who are truly best equipped to survive

in the corporate world. I must confess I didn’t watch the last couple of episodes,

but during the time I was watching, those with street smarts were ahead by quite

a large margin. This reflects a popular belief in America that a person trained

in the “school of hard knocks” is more persistent, tougher and smarter than any

mere bookworm. The cynic in me is quite sure that it also reflects the nondegreed

target demographic of this particular genre of television programming.

There is a corresponding school of thought to argue that self-taught engineers

are more motivated, more flexible, and/or more creative than traditionally edu-

cated personnel. I am at best ambivalent about this viewpoint. I think it would

An interesting and enjoyable read—though I’m not endorsing its philosophies—is Proving You’re

Qualified: Strategies for Competent People Without College Degrees by Charles D. Hayes ( Autodidactic

Press, June 1995, ISBN 0-9662-1201-0). There is a surprisingly large number of books covering this

particular topic.

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