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iPhone 3G

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.

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iPhone 3G

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  1. ECE 353: Digital Systems DesignFall 2011Slide Set #1: IntroductionInstructor: Dr. Tor Aamodtaamodt@ece.ubc.ca

  2. iPhone 3G

  3. Communication Circuits 24 100 Meg + 2 Gig Port Ethernet Switch - 60 Million Transistors - Over 4 Million Gates - 8Mb of Embedded RAM Source: Henry Samulei, Broadcom, D.A.C. 2001

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

  5. 2006 – Sony, Toshiba, IBM – Cell processor • 8 processing elements • 1 PowerPC core • 4 GHz • 234,000,000 transistors

  6. Nvidia GeForce GTX 280 GPU Shader Processors • 1.4 Billion transistors Texture Thread Scheduler Memory Controllers Shader Processors

  7. Control Applications

  8. 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

  9. Biomedical Applications Medical Applications Diagnostic Applications

  10. Designing these chips is challenging. • But, you could be doing this by the end of next year!

  11. Beyond Silicon…Molecular Programming with DNA Ain C (output) Bin G. Seelig, D. Soloveichik, D. Y. Zhang, E. Winfree (Science, 314: 1585-1587, 2006)

  12. 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)

  13. Don’t be afraid of Hardware!

  14. 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?

  15. System C Schematics/diagrams VHDL/Verilog CAD tools Custom chips Gate arrays Board level FPGA

  16. 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

  17. Labs in this course Four labs, where you get to do something REAL. (will replace one lab with at home Quartus assignment) You in the lab. Test your design on a real board. You at home or in the computer room: design your systems using CAD software (textbook or on the web) TA

  18. Labs in this course Four labs, where you get to do something REAL. You in the lab. Test your design on a real board. You at home or in the computer room: design your systems using CAD software (textbook or on the web) 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.

  19. 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.

  20. “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

  21. 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

  22. 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: Multiplexer ✔ B: State machine C: Half-adder D: Full-adder What is this circuit? A: Multiplexer B: State machine C: Half-adder D: Full-adder s w1 0 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 1 w2

  23. 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: Multiplexer B: State machine C: Half-adder D: Full-adder [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] s w1 0 f 1 w2

  24. Slides vs. Black Board I’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.

  25. 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

  26. 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…

  27. Best way to learn… 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”? Expert individual tutor standard instruction # students grade This slide from: “What all instructors should know about learning” Carl Wieman, UBC, March 2008 * Bloom et al Educational Researcher, Vol. 13, pg. 4

  28. When/How to Study? • 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 This slide adapted from: “What all instructors should know about learning” Carl Wieman, UBC, March 2008

  29. Getting and Staying Ahead 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. 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).

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