Key words
VHDL, Digital design
Objectives
- Further expertise in the use of HDLs for digital design;
- Learn how to design complex hardware for DSP and multimedia applications.
Topics
Theory
-
How to write testbenches in VHDL
- Coding styles that facilitate testing; robust designs
- Pros and cons of HDLs with respect to testability and synthesing; comparison to other HDLs;
- Subprograms, packages, libraries in VHDL;
- Input/output, file access, generation of testdata, memory access and simulation;
- Introduction to other HDLs (System C, System Verilog)
Lab sessions
-
Sessions that illustrate the theory with examples;
- Sessions that learn how to code well
- Group project with a DSP or multimedia application in which the following aspects come forward: goal specification, problem context, task partitioning and scheduling, reporting, self assessment and peer-assessment
Prerequisites
Digitale elektronica II. "Digitaal ontwerp: HDL-synthese II" can only be followed by students that also follow "Digitaal ontwerp: HDL-synthese I" in parallel.
Final Objectives
- Further expertise in simulation, design and testing digital hardware by means of an HDL, i.e. VHDL and other HDLs.
- Further expertise in programming using C or Matlab, i.e. for writing testbenches.
- To be able to analyse, design and implement complex DSP systems en multimedia applications.
Materials used
::Click here for additional information::
- Introductory VHDL From Simulation to Synthesis (Sudhakar Yalamanchili)
- Writing Testbenches, Functional Verification of HDL Models (Janick Bergeron)
Study costs
None.
Study guidance
During certain hours the students can ask for more explanation and clarification of the course material. There is a course site.
Teaching Methods
Oral lectures and lab sessions.
Assessment
- theory exam
- evaluation of group project
A weighted average is used to compute the final score for a training item.
However, if a student gains a score of 7 or less on 20 on one of the different courses
(parts of training items) , he proves that his skill for certain subcompetencies is
insufficient. Consequently, one can turn from the arithmetical calculation of the final
assignment of quotas of a training item and the new marks can be awarded on consensus.
Of course, the examiners can judge that the arithmetic regulations mentioned in the
study index card can also be used for 7 or less.
For each deviation a detailed motivation ought to be drawn up. In that case one should
point out that the skill for this subcompetency is proven to be insufficient,
if the student didn’t pass the partim that is considered to be important
for certain subcompetencies.
Lecturer(s)
|
|
