Design of Energy-Efficient Approximate Arithmetic Circuits

Energy consumption has become one of the most critical design challenges in integrated circuit design. Arithmetic computing circuits, in particular array-based arithmetic computing circuits such as adders, multipliers, squarers, have been widely used. In many cases, array-based arithmetic computing circuits consume a significant amount of energy in a chip design. Hence, reduction of energy consumption of array-based arithmetic computing circuits is an important design consideration. To this end, designing low-power arithmetic circuits by intelligently trading off processing precision for energy saving in error-resilient applications such as DSP, machine learning and neuromorphic circuits provides a promising solution to the energy dissipation challenge of such systems. To solve the chip’s energy problem, especially for those applications with inherent error resilience, array-based approximate arithmetic computing (AAAC) circuits that produce errors while having improved energy efficiency have been proposed. Specifically, a number of approximate adders, multipliers and squarers have been presented in the literature. However, the chief limitation of these designs is their un-optimized processing accuracy, which is largely due to the current lack of systemic guidance for array-based AAAC circuit design pertaining to optimal tradeoffs between error, energy and area overhead. Therefore, in this research, our first contribution is to propose a general model for approximate array-based approximate arithmetic computing to guide the minimization of processing error. As part of this model, the Error Compensation Unit (ECU) is identified as a key building block for a wide range of AAAC circuits. We develop theoretical analysis geared towards addressing two critical design problems of the ECU, namely, determination of optimal error compensation values and identification of the optimal error compensation scheme. We demonstrate how this general AAAC model can be leveraged to derive practical design insights that may lead to optimal tradeoffs between accuracy, energy dissipation and area overhead. To further minimize energy consumption, delay and area of AAAC circuits, we perform ECU logic simplification by introducing don't cares. By applying the proposed model, we propose an approximate 16x16 fixed-width Booth multiplier that consumes 44.85% and 28.33% less energy and area compared with theoretically the most accurate fixed-width Booth multiplier when implemented using a 90nm CMOS standard cell library. Furthermore, it reduces average error, max error and mean square error by 11.11%, 28.11% and 25.00%, respectively, when compared with the best reported approximate Booth multiplier and outperforms the best reported approximate design significantly by 19.10% in terms of the energy-delay-mean square error product (EDE_(ms)). Using the same approach, significant energy consumption, area and error reduction is achieved for a squarer unit, with more than 20.00% EDE_(ms) reduction over existing fixed-width squarer designs. To further reduce error and cost by utilizing extra signatures and don't cares, we demonstrate a 16-bit fixed-width squarer that improves the energy-delay-max error (EDE_(max)) by 15.81%

The Mathematics of Information Science

This paper describes a course, The Mathematics of Information Science, which was taught at Towson University in Spring 1998, 1999, and 2000. This course is the junior level interdisciplinary course of the Maryland Collaborative for Teacher Preparation program. The effectiveness of the course in teaching problem solving techniques and abstract mathematical ideas is documented. The students constructed their own knowledge from laboratory experiences involving digital logic circuits. They were subsequently challenged to abstract this knowledge and to find ways to solve progressively more difficult problems using these digital logic circuits. The mathematics of encoding and decoding information constituted the major mathematical content of the course. This course is shown to be effective in introducing prospective elementary and middle school teachers to abstract mathematical ideas and problem solving techniques

A study of closed-circuit educational television at Hagerstown, Maryland

Thesis (Ed.M.)--Boston Universit

Teaching Memory Circuit Elements via Experiment-Based Learning

The class of memory circuit elements which comprises memristive, memcapacitive, and meminductive systems, is gaining considerable attention in a broad range of disciplines. This is due to the enormous flexibility these elements provide in solving diverse problems in analog/neuromorphic and digital/quantum computation; the possibility to use them in an integrated computing-memory paradigm, massively-parallel solution of different optimization problems, learning, neural networks, etc. The time is therefore ripe to introduce these elements to the next generation of physicists and engineers with appropriate teaching tools that can be easily implemented in undergraduate teaching laboratories. In this paper, we suggest the use of easy-to-build emulators to provide a hands-on experience for the students to learn the fundamental properties and realize several applications of these memelements. We provide explicit examples of problems that could be tackled with these emulators that range in difficulty from the demonstration of the basic properties of memristive, memcapacitive, and meminductive systems to logic/computation and cross-bar memory. The emulators can be built from off-the-shelf components, with a total cost of a few tens of dollars, thus providing a relatively inexpensive platform for the implementation of these exercises in the classroom. We anticipate that this experiment-based learning can be easily adopted and expanded by the instructors with many more case studies.Comment: IEEE Circuits and Systems Magazine (in press