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ECE 353: Digital Systems Design Fall 2011

Slide Set #1: Introduction

Instructor: Dr. Tor [email protected]

Slide Set 1, Page 1

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Slide Set 1, Page 2

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

Intel Core i5 (Sandy Bridge)• 4 CPU cores + 1 GPU, 216 mm2 995M transistors

Slide Set 1, Page 4

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

Control Applications

Slide Set 1, Page 7

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

http://bisicl.ece.ubc.ca/art/fmrioptical.jpg

• 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)


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)


• Don’t be afraid of Hardware!


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?


CAD tools

VHDL/VerilogSystem C

Schematics/diagrams

Custom chipsBoard level FPGA Gate arrays


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


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


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


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


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


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


• Here is what a clicker question where you need to get the correct answer to get full marks looks like:


[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.


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


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…


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.


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