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ECE 353: Digital Systems Design Fall 2011 Slide Set #1: Introduction Instructor: Dr. Tor Aamodt aamodt@ece.ubc.ca. iPhone 3G. Communication Circuits. 24 100 Meg + 2 Gig Port Ethernet Switch - 60 Million Transistors - Over 4 Million Gates - 8Mb of Embedded RAM. - PowerPoint PPT Presentation
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ECE 353: Digital Systems Design Fall 2011
Slide Set #1: Introduction
Instructor: Dr. Tor Aamodtaamodt@ece.ubc.ca
Slide Set 1, Page 1
Communication Circuits
•
Source: Henry Samulei, Broadcom, D.A.C. 2001
24 100 Meg + 2 Gig Port Ethernet Switch
- 60 Million Transistors
- Over 4 Million Gates
- 8Mb of Embedded RAM
Slide Set 1, Page 3
2006 – Sony, Toshiba, IBM – Cell processor
- 8 processing elements
- 1 PowerPC core
- 4 GHz
- 234,000,000 transistors
Slide Set 1, Page 5
Nvidia GeForce GTX 280 GPU• 1.4 Billion transistors
Shader Processors
Shader Processors
Memory Controllers
Texture
Thread Scheduler
Slide Set 1, Page 6
Automotive Electronics
•
7-Series BMW: 63 Embedded Processors
Mercedes S-Class 65 Embedded Processors
More than 80% of the innovation in autos is from innovations in electronics - Daimler-Chrysler
Automotive Semiconductor Market: US$13.1 billion / year
Slide Set 1, Page 8
Biomedical Applications
•
Diagnostic Applications
Medical Applications
Slide Set 1, Page 9
• Designing these chips is challenging.• But, you could be doing this by the end of next
year!
Slide Set 1, Page 10
Beyond Silicon…Molecular Programming with DNA
G. Seelig, D. Soloveichik, D. Y. Zhang, E. Winfree (Science, 314: 1585-1587, 2006)
Ain
Bin
C (output)
Slide Set 1, Page 11
To learn how to design these chips:
1. Learn the basics of digital design. You did this last year in EECE 256 / PIP
2. Learn how large, real digital circuits are designed. This is what this course is all about
3. Learn how to put the circuits on a chip. You’ll learn this in EECE 479 Introduction to VLSI.
4. Learn how to ‘architect’ complex chips. You’ll learn this in EECE 476 Computer Architecture.
After these courses, many UBC Grads design real chips for real companies (PMC-Sierra, Broadcom, Cypress, Altera, Xilinx, Intel, AMD)
Slide Set 1, Page 12
Who might be interested in this course?
• This course will be useful for:
• Those of you that want to design chips • Those of you that want to design communication/power
systems• Those of you that want to control real things (robots)• Those of you that want to design biomedical applications• Those of you that want to write software• Anyone else interested in Electrical and Computer Engineering
• Have I forgot anyone?
Slide Set 1, Page 14
CAD tools
VHDL/VerilogSystem C
Schematics/diagrams
Custom chipsBoard level FPGA Gate arrays
Slide Set 1, Page 15
Lectures in this course
• We will talk about techniques that are useful no matter how you are specifying digital circuits:
– Combinational Design– Sequential Design– Datapath Design– Arithmetic Circuits– Timing Methodologies
• We will spend some time talking about VHDL in particular
Slide Set 1, Page 16
Labs in this course
Four labs, where you get to do something REAL.
(will replace one lab with at home Quartus assignment)
You at home or in the computer room: design your systems using CAD software
(textbook or on the web)
You in the lab. Test your design on a real board.
TA
Slide Set 1, Page 17
Labs in this course
Four labs, where you get to do something REAL.
You at home or in the computer room: design your systems using CAD software
(textbook or on the web)
You in the lab. Test your design on a real board.
TA
Slide Set 1, Page 18
To ensure you have enough time to complete your labs, you are required to submit your preparation (on Vista) before start of your lab section.
More on the Labs • One important skill you will learn in the EECE 353 labs is how to
debug complex systems. This is a skill highly prized by employers. If you make a point of learning to be good at debugging you will also save a huge amount of time.
• The following book can help you become much better at debugging anything, including your labs in 353: “Debugging: The Nine Indispensable Rules for Finding Even the Most Elusive Software and Hardware Problems” by David J. Agans.
http://www.books24x7.com/marc.asp?isbn=0814471684
http://www.debuggingrules.com/
(You must be logged into UBC VPN to access the first
URL... You can sign up for a free books24x7 account.)
• NOTE: This is not a book on VHDL. It is a book on how to debug systems that are not working. The book is very easy to read and well worth the time, but I suggest you read it early in the semester. Slide Set 1, Page 19
“Rules” of the course:
• See the “Facts Sheet” handout.
• Midterm is on Wednesday November 2nd
• Tutorials on Friday:– Some tutorials will be review sessions, in some we will talk about
the lab, and in some we will have quizzes based upon the problem sets. You should attend! THIS WEEK: Review of some stuff from last year
• Lab sections: – If you want to switch lab sections, you can, as long as you find
someone to switch with • There are only so many boards in the lab, no way to “squeeze”
another seat in any section
• I have asked for per lab section size to be increased to 32 to allow students to register
Slide Set 1, Page 20
WebCT (Vista)
We will use WebCT (Vista)
You should use this to:
- Register your iClicker (more on clickers in next slide)
- Get lecture slides and assignment handouts
- Ask questions about assignments, project, lecture material
- Answer questions from your colleagues
- Keep up to date with course announcements and HINTS
You will get an answer here MUCH FASTER than a direct email.
If you don’t check this regularly, you will be at a SEVERE DISADVANTAGE!
Follow proper bulletin-board etiquette
- Everyone else in the class will thank you
Slide Set 1, Page 21
Clickers• Clickers have been shown to enhance student
learning (you learn better when you are tested on what you know). I have observed much better “learning outcomes” from students using them.
• 5% of final grade. Most questions you get full marks for participation. However, some questions you’ll need to get right to get full marks.
• I’ll make it clear a question is “for marks” by starting the question with “[GRADED]” and use a blue outlined box instead of red outlined box.
• We will start using them next lecture.• Register your clicker on WebCT Vista.• NOTE: UBC introduced a new clicker system (Sept
2008). I use clickers in EECE 476 as well, so if you take that course you can use it again there.
What is this circuit?
A: MultiplexerB: State machineC: Half-adderD: Full-adder
I’ll use a box like the one to the right for questions/answers. This particular question would be marked for participation only since the border is red.
f
sw1
w2
01
What is this circuit?
A: Multiplexer ✔B: State machineC: Half-adderD: Full-adder
Slide Set 1, Page 22
• Here is what a clicker question where you need to get the correct answer to get full marks looks like:
Slide Set 1, Page 23
[GRADED (out of 2 marks)] What is this circuit?
A: MultiplexerB: State machineC: Half-adderD: Full-adder
f
sw1
w2
01
[GRADED (out of 2 marks)] What is this circuit?
A: Multiplexer [2 marks]✔
B: State machine [0 marks]C: Half-adder [0 marks]D: Full-adder [0 marks]
Slides vs. Black BoardI’ll be making heavy use of Powerpoint, but….
- Some material is easier to learn if we work it out on the board
- I will occasionally (deliberately) leave some parts of slides out that you need to fill in.
Make sure you bring pen and paper to take notes in class.
If you miss a class, make sure you talk to someone to find out
what you missed.
Slide Set 1, Page 24
What you should know from last year
Some of you were in PIP, some in Traditional Program
In either case, you should know basic logic design, state machine design, numerical representations
Some of you have seen some VHDL, but you do not need
to know VHDL already since we are going to learn
it in this course.
The textbook has a good review of most
of the material
-> Sections 2.1 to 2.8 (either edition of
the text book) contain some
review material
Slide Set 1, Page 25
The Textbook
We won’t go through the textbook strictly in order
- Because, we need some information for the labs early
Rough Outline:
Combinational Logic (Chapter 2, Chapter 6)
Sequential Logic (Chapter 7, Chapter 8)
Arithmetic Circuits (Chapter 5)
Datapath and System Design (Chapter 10)
Asynchronous Circuits (Chapter 9)
I’ll introduce VHDL as we go through
Don’t worry, I’ll help you figure it out in the lectures…
Slide Set 1, Page 26
Context-- What does research say achieves the most learning of any educational approach?*
expert individual tutor
Large impact on all students
Average for class with expert individual tutors >98% of students in class with standard instruction
Q: Are you making best use you can of “office hours”?
* Bloom et al Educational Researcher, Vol. 13, pg. 4
Best way to learn…
This slide from:“What all instructors should know about learning”Carl Wieman, UBC, March 2008
grade
# students
standardinstruction
Expert individual tutor
Retention enhanced by repeated spaced retrieval, number of mental “hooks”, depth of processing.
• 5 hours studying one day vs. 1 hour/day for 5 days performance in short term? about the same performance 3 months later? 1hr/day higher• It has also been shown that people tend to overestimate how much time they’ll have to do work in the future. Think back to March-April • Thus, start studying early to avoid “Murphy’s Law”. Space out studying. Ensure you “test” yourself while studying.
• Retention from review vs. retrieve & apply i.e. hearing again or rereading vs. being tested (by self or other), even if score unknown
H. Roediger, J. Karpicke Psych. Sci. Vol.17 pg 249
When/How to Study?
This slide adapted from:“What all instructors should know about learning”Carl Wieman, UBC, March 2008
Getting and Staying Ahead
Stephen Covey: Recognize difference between “Urgent” and “Important”. Urgent means do soon. Important means has big impact on your future. Not all things that are urgent are important, not everything that is important is urgent (so, for example, put away that laptop computer and force yourself to pay attention while in lecture; force yourself to do textbook reading before lectures).
Richard Hamming: Knowledge is like compound interest (the more you know, the easier it is to learn something new).
Famous experiment on “Delayed Gratification” (One marshmallow now, or two later?)
Shoda, Y., Mischel, W., Peake, P. K. (1990). Predicting adolescent cognitive and self-regulatory competencies from preschool delay of gratification: Identifying diagnostic conditions. Developmental Psychology, 26(6), 978–986.
Top third of 4 year olds—those who waited longer before eating the marshmallow—year later scored 210 points (13%) higher than the bottom third on the Scholastic Aptitude Test (SAT), when finishing high school. This correlation accounted for about 25% of the observed difference in student SAT scores.
Slide Set 1, Page 29
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