ele3dde electronic design automation
ELECTRONIC DESIGN AUTOMATION-TOOLS AND TECHNIQUE
ELE3DDE
2015
Credit points: 15
Subject outline
The increasing complexity of digital systems has led to development of modern methodologies in digital design, simulation and production. Collectively known as electronic design automation (EDA), key elements include graphics-based design entry and verification, hardware description languages (HDLs), application specific integrated circuits (ASICs), complex programmable logic devices (CPLDs) and field programmable gate arrays (FPGAs). This subject introduces the electronic design automation process using the current technology in graphical tools for EDA. It will show how digital systems can be described as a hierarchical structure of block diagrams, state machines, flow charts, truth tables and HDL code (VHDL). Designs can then be extensively simulated to check their integrity, and finally compiled and synthesized in a CPLD or FPGA. Hands-on practical work in laboratory classes, assignments and a team project form a major part of the learning in this unit.
SchoolSchool Engineering&Mathematical Sciences
Credit points15
Subject Co-ordinatorJim Whittington
Available to Study Abroad StudentsYes
Subject year levelYear Level 3 - UG
Exchange StudentsYes
Subject particulars
Subject rules
Prerequisites ELE2DDP
Co-requisites ELE3EMB
Incompatible subjects ELE5FDD
Equivalent subjectsN/A
Special conditionsN/A
Learning resources
Readings
| Resource Type | Title | Resource Requirement | Author and Year | Publisher |
|---|---|---|---|---|
| Readings | Circuit Design and Simulation with VHDLY | Recommended | Pedroni, VA 2010 | 2ND EDN, MIT PRESS |
| Readings | Design Recipes for FPGAs | Recommended | Wilson, P 2007 | ELSEVIER |
| Readings | Digital Systems Design Using VHDL | Recommended | Roth, CH, John, LK 2007 | 2ND EDN, CL-ENGINEERING |
| Readings | FPGAS 101: Everything you need to know to get started | Recommended | Smith, G 2010 | NEWNES |
| Readings | Rapid prototyping of digital systems: SOPC Edition | Recommended | Hamblen, J, Hall, T & Furman, M 2008 | SPRINGER |
| Readings | VHDL 101: Everything you need to know to get started | Recommended | Kafig, W 2011 | NEWNES |
Graduate capabilities & intended learning outcomes
01. Demonstrate knowledge of the hardware description language VHDL as a method for describing and simulating the operation of digital hardware.
- Activities:
- Lectures 2-8 cover VHDL fundamentals and techniques for application to the representation of various structures in digital circuits and systems, from a top-down or bottom up view point. The nature and operation of hardware simulation is also discussed. Lab 1 covers the hierarchical implementation of a concurrent hardware sub-system
- Related graduate capabilities and elements:
- Inquiry/ Research(Inquiry/ Research)
- Discipline-specific GCs(Discipline-specific GCs)
- Creative Problem-solving(Creative Problem-solving)
- Critical Thinking(Critical Thinking)
02. Explain the difference between simulation and synthesis, and know when and how to apply appropriate coding techniques for each situation with in the hardware design flow. Understand the nature of programmable logic technology and the synthesis process that converts VHDL code to realisable hardware.
- Activities:
- Lectures 9-12 cover the construction of test benches and their application for effective simulation of hardware models; programmable logic technology; and how appropriate VHDL constructs can be used to realise hardware elements through the synthesis process. Labs 2 & 3 focus on the implementation and testing of synchronous hardware. The first assignment requires students to demonstrate knowledge and skills covered so far through the design, development and testing development of a hardware arithmetic logic unit (ALU). Students are required to demonstrate their ALU and write a report on its development, testing and operation
- Related graduate capabilities and elements:
- Quantitative Literacy/ Numeracy(Quantitative Literacy/ Numeracy)
- Discipline-specific GCs(Discipline-specific GCs)
- Creative Problem-solving(Creative Problem-solving)
- Inquiry/ Research(Inquiry/ Research)
- Critical Thinking(Critical Thinking)
- Writing(Writing)
03. Explain how electronic design automation process allows design effort to be applied at higher levels of abstraction and how various design descriptions (e.g. state machines) are realised in hardware.
- Activities:
- The first lecture, introduces the concept of design automation and a structured design flow. This is then revisited in lecture 13. With the following seven lectures each looking at different design description methods and their equivalent hardware associations. In Labs 4, 5, 6 & 7 students explore and apply the practical application of design automation and various description methods.
- Related graduate capabilities and elements:
- Critical Thinking(Critical Thinking)
- Discipline-specific GCs(Discipline-specific GCs)
- Creative Problem-solving(Creative Problem-solving)
- Inquiry/ Research(Inquiry/ Research)
04. Demonstrate the capability to work through a complete design cycle for a digital system implemented in programmable logic, using electronic design automation tools and techniques. That is, (a) analyse a problem and specify the required outcomes; (b) produce unique design solutions using state of the art design tools; (c) undertake appropriate testing and simulation to check design integrity; (d) integrate designs into larger systems; and (e) implement a working system in hardware.
- Activities:
- Design is a creative process where a system of interconnected parts is defined and developed to satisfy a specified objective. There are often numerous solutions to a design problem. Attainment of a "good" solution depends on the designer's knowledge, skills, experience, creative talents & innovative flair. These attributes cannot be "taught" in the traditional sense; they must be acquired by the individual through "hands-on" practical experience & open-ended problem solving. In lectures & tutorials various design solution paths are discussed, both on the macro & micro scale. While labs emphasise practical "hands-on" experience. Assignments & project work involve the development a sequential digital system utilising EDA techniques to specify, design, test & implement the hardware system.
- Related graduate capabilities and elements:
- Quantitative Literacy/ Numeracy(Quantitative Literacy/ Numeracy)
- Critical Thinking(Critical Thinking)
- Discipline-specific GCs(Discipline-specific GCs)
- Creative Problem-solving(Creative Problem-solving)
- Writing(Writing)
- Inquiry/ Research(Inquiry/ Research)
05. Work as an effective team member within a design team and apply knowledge and skills discussed above to realise a significant digital system.
- Activities:
- Practical work in the final third of the subject involves students forming in to teams (usually of 4 students) to implement a significant hardware digital system meeting a set of requirements provided to them. Various team roles are introduced and discuss when the project topic is provided. Weekly progress meetings are held where along with overall progress team dynamics and integration issues are also discussed. In the final report each team member is required to write a brief personal reflection on their experience and learning outcomes from the team project.
- Related graduate capabilities and elements:
- Teamwork(Teamwork)
Subject options
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Melbourne, 2015, Semester 2, Day
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorJim Whittington
Class requirements
LectureWeek: 31 - 43
One 1.0 hours lecture per week on weekdays during the day from week 31 to week 43 and delivered via face-to-face.
LectureWeek: 31 - 43
Two 1.0 hours lecture per week on weekdays during the day from week 31 to week 43 and delivered via face-to-face.
Laboratory ClassWeek: 31 - 43
One 3.0 hours laboratory class per week on weekdays during the day from week 31 to week 43 and delivered via face-to-face.
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| Design Project (1200 words/student) | 30 | 01, 02, 03, 04, 05 | |
| one 2-hour examination | 40 | 01, 02, 03, 04 | |
| two assignments (600-words each) | 30 | 01, 02, 03, 04 |