Hamblen, James O., Owen, Henry L., Yalamanchili, Sudhakar, and Dao, Binh
IEEE Transactions on Education. Feb 1999, Vol. 42 Issue 1, p8, 7 p. 3
Computer engineering -- Study and teaching, Prototypes, Engineering -- Study and teaching, and Computers -- Study and teaching
This paper describes a new two-quarter undergraduate capstone design class in our computer engineering curriculum. Design groups comprised of students from several different areas of specialization [e.g., software systems, very large scale integration (VLSI) devices and circuits, and computer architecture] design, simulate, implement, and evaluate a complete computing system. Typical examples of projects in the current sequence include a pipelined 32-bit RISC processor, a four-cell systolic array processor, and a video game. The goal is to produce simulation and hardware/software codesign as early as possible in the design process. Students execute software on simulation models prior to any hardware implementation. An assembler and a compiler are developed for the new design. Throughout the sequence, students participate in design reviews and must provide documentation of their designs. The final designs are implemented using an array of field programmable gate arrays (FPGA's) contained in a device called a hardware emulator. This allows for ease of design modifications while still having actual hardware for experimentation. Index Terms - Emulation, FPGA's, hardware/software codesign, rapid prototyping, VHDL.
Calazans, Ney Laert Vilar and Moraes, Fernando Gehm
IEEE Transactions on Education. May 2001, Vol. 44 Issue 2, 109
Computers -- Study and teaching, Hardware description languages -- Study and teaching, and Computer science -- Study and teaching
This paper describes a new way to teach computer organization and architecture concepts with extensive hands-on hardware design experience very early in computer science curricula. While describing the approach, it addresses relevant questions about teaching computer organization, computer architecture and hardware design to students in computer science and related fields. The justification to concomitantly teach two often separately addressed subjects is twofold. First, to provide a better insight into the practical aspects of computer organization and architecture. Second, to allow addressing only highly abstract design levels yet achieving reasonably performing implementations, to make the integrated teaching approach feasible. The approach exposes students to many of the essential issues incurred in the analysis, simulation, design and effective implementation of processors. Although the former separation of such connected disciplines has certainly brought academic benefits in the past, some modern technologies allow capitalizing on their integration. Indeed, the new approach is enabled by the availability of two new technologies, fast hardware prototyping platforms built with reconfigurable, hardware and powerful computer-aided design tools for design entry, validation and implementation. The practical implementation of the teaching approach comprises lecture as well as laboratory courses, starting in the third semester of an undergraduate computer science curriculum. In four editions of the first two courses, most students have obtained successful processor implementations. In some cases, considerably complex applications, such as bubble sort and quick sort procedures were programed in assembly and or machine code and run at the hardware description language simulation level in the designed processors. Index Terms--Computer organization teaching methods, digital system prototyping, hardware description languages, hardware design, undergraduate curriculum, VHDL.
IEEE Transactions on Education. Nov 1999, Vol. 42 Issue 4, 357
University of Stellenbosch -- Curricula, Computers -- Study and teaching, Digital integrated circuits -- Evaluation, Engineering -- Study and teaching, and Prototypes, Engineering -- Methods
Index Terms-- Africa, rapid prototyping, reconfigurable logic. I. SUMMARY This paper describes the structure of digital and computer system curricula at a university in South Africa and shows how programmable logic is successfully applied in an environment where ASIC designs are not yet feasible. Programmable logic is used in the courses for rapid prototyping of much more complex digital structures, much quicker and easier, than in the past. VHDL is used to describe digital and computer structures at algorithmic level. Stellenbosch University is the first university in Africa to introduce these concepts in engineering courses.