Design of Computer Subsystems
5 (4 lecture - 1 lab)
Goals:
An introductory course in the specification, design, development,
and test of digital computer subsystems and systems, using SSI, MSI, and LSI
digital components as well as arrayed logics and microprocessors. Contemporary
design tools and instruments will be introduced through a series of open-ended
laboratory projects then applied in a comprehensive final project. The
capstone project provides a venue to bring together all of the course material
as well as the knowledge the student has acquired through his or her
undergraduate studies while emphasizing strong written and oral communications
skills.
1. Comprehensive, in-depth coverage of advanced digital design principles and practice in real-world applications.
2. Introduce the system design and development process and steps.
3. Emphasize written and oral communications skills.
4. Provide a real-world, intensive experience in a capstone design project in contemporary digital electronics, software, and computer systems.
Textbook:
John F. Wakerly, Digital Design Principles and Practices, Prentice-Hall, 4th. ed., 2006.
Reference:
TTL, CMOS, PLD, memory and microprocessor data sheets
1. Digital circuits and systems
2. Microprocessor organization and programming
3. Computer design and organization
4. Electronic devices and circuits
Topics:
Introduction to Basic Laboratory Tools and Techniques 1.0 weeks
System Specification, Modeling, and Design 1.0 weeks
Programmable Logic Devices 1.0 weeks
High Speed Signals and Signal Management 2.0 weeks
Busses and Networks 2.0 weeks
Memory Systems 1.0 weeks
Reliability, Fault Tolerance, and Test 1.0 weeks
Topics of Current Interest 1.0 weeks
4-5 hours/week lecture, 2 laboratories in the first five weeks, a
final project starting in the fifth week, four homework assignments, and a
research paper and presentation of a topic of current interest.
This
class is supported by a laboratory that has 12 Intel PC's and a variety of
target and development machines and other electronic test and measurement
instruments.
Examples of labs that might be used:
Familiarization with the logic analyzer and other advanced tools.
Development of a control system for a
satellite infrared imaging system.
The development of a serial interface between a PC and a parallel bus interconnecting a variety of simple modules. The modules must interpret then respond to commands to accept or send data to/from the PC.
This course
assumes that the fundamental science knowledge related to digital systems,
embedded systems, and Verilog and C programming has been acquired in the
earlier courses. The hardware design of digital systems is emphasized.
There is significant practical hands-on experience gained through solving
several open-ended design assignments and a significant final project. The user
interface, robustness, design integrity, implementation, test, and ease-of-use
of each student's solution are specifically evaluated.
There is a
research paper, four homework assignments, two laboratory assignments and one
final project. The homework counts 10%, research papers, in class
presentation, workshops, and applications count 15%, the laboratory projects
count 35%, and the final project 40% of the grade.
This
course addresses most of the basic ABET outcomes.
(a) An
ability to apply knowledge of mathematics, science, and engineering. The
laboratories require the student to assess and analyze the assignment, then
apply basic engineering knowledge to either solve the problem or state why
(based upon their analysis) they are unable to fully satisfy the
requirements. The final project requires the application of such
knowledge to a project of the student's own choice. (H)
(b) An
ability to design and conduct experiments, as well as to analyze and interpret
data. A significant component of designing and developing a real
world application is ensuring that one's system performs to specification in
the intended environment. Such assurance can only be gained by testing
the system in such a context then analyzing the results of those tests.
Such a process is integral to this class, to each of the labs and to the final
project. (H)
(c) An ability to design a system, component
or process to meet desired needs within realistic constraints such as economic,
environmental, social, political, ethical, health and safety, manufacturability
and sustainability. Students design and implement two significant real
world systems followed by a substantial final project. Each of the two
laboratory projects provides a high level requirements
specification for the problem to be solved. For the final project, the students must develop their own such
specification. (M)
(d) An ability to function on multidisciplinary
teams. Although not multidisciplinary since the class is in
the student's selected major, the students work as members of 2-3 person teams
to execute each of the labs and the final project. (M)
(e) An ability to identify, formulate and
solve engineering problems. For each of the lab projects, the student must
analyze the requirements, then design, implement, and test a hardware/software
system that meets the stated requirements. The student must then propose
a test plan and demonstrate that their design meets the initial requirements.
(M)
(f) An understanding of professional and ethical
responsibilities. Ethics and professional behavior are strongly
stressed throughout the course. Considered areas include copyrights,
national and international patents, licensed material, intellectual property,
plagiarism, citing sources for material or idea, and using published algorithms
and designs. Projects, lab assignments, and research projects that do not cite
sources are given failing marks. (M)
(g) An ability to communicate effectively. Team
must prepare an oral presentation to the class describing their project,
discussing any problems and how they were solved, and proposing how they might
alter their design should they begin again. (M)
(h) The broad education necessary to
understand the impact of engineering solutions in a global, economic,
environmental and societal context. Lecture material routinely
stresses the need for designs to consider international markets and the need to
satisfy international standards, including those for safety and health. (L)
(i) A recognition of the need for, and an ability to
engage in, lifelong learning. Lecture material continually emphasizes that today's
technology is transitory and that the students must learn the basics so that
these may form a foundation upon which they will build future technologies. (L)
(j) Knowledge of contemporary issues.
Discussions of contemporary technologies, corporate needs and responsibilities,
the legal impacts of designs, and the ever-evolving engineering discipline are
an integral part of the lecture material. (L)
(k) An ability to use the techniques, skills
and modern engineering tools necessary for engineering practice. Students
will use modern computers, development tools and debugging techniques. (M)
Engineering
Standards - Students
are provided with realistic specifications that must be satisfied by their lab
projects as well as their final project. The standards are derived from
acceptable industry practices and a government agency's good engineering
practices. In addition, students are made aware that to sell into the
commercial market, products must meet the standards specified by the agencies
in specific countries such as the FCC, FDA, CSA, the German standards agencies,
as well as international standards such as those set by the ISO. Lecture
material includes a discussion of verification and validation testing to meet
such requirements.
Realistic
constraints - All of the
design exercises must consider real world constraints and trade-offs including
those on memory size, speed, algorithm efficiency, code size, system
performance and capability. Often the constraints are intentionally
conflicting.
Economic - Students are asked to choose among design
alternatives on the basis of performance, features which affect product sales,
reliability, memory size, weight, safety, etc. This analysis should appear in
the project reports. In addition, students are made aware that the
economics and the associated constraints are different is a design that is
selling 1-2 pieces vs. 1-2 million pieces.
Environmental - Design and component reuse are integral
elements of the class material.
Sustainability - Students are asked to consider design and
component reuse in each of their projects.
Manufacturability - To be of any use, a system must be able to be
manufactured in quantities larger than one. This topic is repeatedly
stressed throughout the course. Students are introduced to the idea that
software (particularly that in embedded systems) like
hardware has manufacturing costs and constraints. Although, it is not
possible to demonstrate the success which an individual project may have in
meeting such an objective, each is evaluated on such criteria as a part of the
grade.
Ethical - See goal (f) under Outcomes and Assessment.
Health and
Safety - The safe
and reliable operation of any system is a customary thread of discussion
throughout the course. The student must routinely assess design
trade-offs based upon their impact on the safety and such an analysis need to
appear as part of their project report.
Social - The potential social impact of today's
technologies on our society and on our lifestyle is an integral component of
the lecture material.
Political - Political considerations are addressed through
repeated emphasis that today's technologies have no local boundaries. Further,
that products and intellectual property are international in scope and that
ethical, social, and political considerations are now as much a part of
contemporary designs as resistors or software algorithms.
Preparer:
James K. Peckol
10 / 08 / 2012