ACE 16k based stand-alone system for real-time pre-processing tasks

This paper describes the design of a programmable stand-alone system for real time vision pre-processing tasks. The system's architecture has been implemented and tested using an ACE16k chip and a Xilinx xc4028xl FPGA. The ACE16k chip consists basically of an array of 128×128 identical mixed-signal processing units, locally interacting, which operate in accordance with single instruction multiple data (SIMD) computing architectures and has been designed for high speed image pre-processing tasks requiring moderate accuracy levels (7 bits). The input images are acquired using the optical input capabilities of the ACE16k chip, and after being processed according to a programmed algorithm, the images are represented at real time on a TFT screen. The system is designed to store and run different algorithms and to allow changes and improvements. Its main board includes a digital core, implemented on a Xilinx 4028 Series FPGA, which comprises a custom programmable Control Unit, a digital monochrome PAL video generator and an image memory selector. Video SRAM chips are included to store and access images processed by the ACE16k. Two daughter boards hold the program SRAM and a video DAC-mixer card is used to generate composite analog video signal.European Commission IST2001 – 38097Ministerio de Ciencia y Tecnología TIC2003 – 09817- C02 – 01Office of Naval Research (USA) N00014021088

A new design methodology for mixed level and mixed signal simulation using PSpice A/D and VHDL

PSpice A/D is a simulation package that is used to analyze and predict the performance of analog and mixed signal circuits. It is very popular especially among Printed Circuit Board (PCB) engineers to verify board level designs. However, PSpice A/D currently lacks the ability to simulate analog components connected to digital circuits that are modeled using Hardware Descriptive Languages (HDLs), such as VHDL and Verilog HDL. Simulation of HDL models in PSpice A/D is necessary to verify mixed signal PCBs where programmable logic devices like Field Programmable Gate Arrays (FPGAs) and Complex Programmable Logic Devices (CPLDs) are connected to discrete analog components. More than 60% of the PCBs that are designed today contain at least one FPGA or CPLD. This thesis investigates the possibility of simulating VHDL models in PSpice A/D. A new design methodology and the necessary tools to achieve this goal are presented. The new design methodology achieves total system verification at PCB level. Total system verification reduces design failures and hence increases reliability. It also allows reducing the overall time to market. A mixed signal design from NASA Goddard Space Flight Center for a brushless three phase motor that runs a space application is implemented by following the proposed design methodology

Can my chip behave like my brain?

Many decades ago, Carver Mead established the foundations of neuromorphic systems. Neuromorphic systems are analog circuits that emulate biology. These circuits utilize subthreshold dynamics of CMOS transistors to mimic the behavior of neurons. The objective is to not only simulate the human brain, but also to build useful applications using these bio-inspired circuits for ultra low power speech processing, image processing, and robotics. This can be achieved using reconfigurable hardware, like field programmable analog arrays (FPAAs), which enable configuring different applications on a cross platform system. As digital systems saturate in terms of power efficiency, this alternate approach has the potential to improve computational efficiency by approximately eight orders of magnitude. These systems, which include analog, digital, and neuromorphic elements combine to result in a very powerful reconfigurable processing machine.Ph.D

Introduction to Logic Circuits & Logic Design with VHDL

The overall goal of this book is to fill a void that has appeared in the instruction of digital circuits over the past decade due to the rapid abstraction of system design. Up until the mid-1980s, digital circuits were designed using classical techniques. Classical techniques relied heavily on manual design practices for the synthesis, minimization, and interfacing of digital systems. Corresponding to this design style, academic textbooks were developed that taught classical digital design techniques. Around 1990, large-scale digital systems began being designed using hardware description languages (HDL) and automated synthesis tools. Broad-scale adoption of this modern design approach spread through the industry during this decade. Around 2000, hardware description languages and the modern digital design approach began to be taught in universities, mainly at the senior and graduate level. There were a variety of reasons that the modern digital design approach did not penetrate the lower levels of academia during this time. First, the design and simulation tools were difficult to use and overwhelmed freshman and sophomore students. Second, the ability to implement the designs in a laboratory setting was infeasible. The modern design tools at the time were targeted at custom integrated circuits, which are cost- and time-prohibitive to implement in a university setting. Between 2000 and 2005, rapid advances in programmable logic and design tools allowed the modern digital design approach to be implemented in a university setting, even in lower-level courses. This allowed students to learn the modern design approach based on HDLs and prototype their designs in real hardware, mainly field programmable gate arrays (FPGAs). This spurred an abundance of textbooks to be authored teaching hardware description languages and higher levels of design abstraction. This trend has continued until today. While abstraction is a critical tool for engineering design, the rapid movement toward teaching only the modern digital design techniques has left a void for freshman- and sophomore-level courses in digital circuitry. Legacy textbooks that teach the classical design approach are outdated and do not contain sufficient coverage of HDLs to prepare the students for follow-on classes. Newer textbooks that teach the modern digital design approach move immediately into high-level behavioral modeling with minimal or no coverage of the underlying hardware used to implement the systems. As a result, students are not being provided the resources to understand the fundamental hardware theory that lies beneath the modern abstraction such as interfacing, gate-level implementation, and technology optimization. Students moving too rapidly into high levels of abstraction have little understanding of what is going on when they click the “compile and synthesize” button of their design tool. This leads to graduates who can model a breadth of different systems in an HDL but have no depth into how the system is implemented in hardware. This becomes problematic when an issue arises in a real design and there is no foundational knowledge for the students to fall back on in order to debug the problem

Introduction to Logic Circuits & Logic Design with Verilog

The overall goal of this book is to fill a void that has appeared in the instruction of digital circuits over the past decade due to the rapid abstraction of system design. Up until the mid-1980s, digital circuits were designed using classical techniques. Classical techniques relied heavily on manual design practices for the synthesis, minimization, and interfacing of digital systems. Corresponding to this design style, academic textbooks were developed that taught classical digital design techniques. Around 1990, large-scale digital systems began being designed using hardware description languages (HDL) and automated synthesis tools. Broad-scale adoption of this modern design approach spread through the industry during this decade. Around 2000, hardware description languages and the modern digital design approach began to be taught in universities, mainly at the senior and graduate level. There were a variety of reasons that the modern digital design approach did not penetrate the lower levels of academia during this time. First, the design and simulation tools were difficult to use and overwhelmed freshman and sophomore students. Second, the ability to implement the designs in a laboratory setting was infeasible. The modern design tools at the time were targeted at custom integrated circuits, which are cost- and time-prohibitive to implement in a university setting. Between 2000 and 2005, rapid advances in programmable logic and design tools allowed the modern digital design approach to be implemented in a university setting, even in lower-level courses. This allowed students to learn the modern design approach based on HDLs and prototype their designs in real hardware, mainly fieldprogrammable gate arrays (FPGAs). This spurred an abundance of textbooks to be authored, teaching hardware description languages and higher levels of design abstraction. This trend has continued until today. While abstraction is a critical tool for engineering design, the rapid movement toward teaching only the modern digital design techniques has left a void for freshman- and sophomore-level courses in digital circuitry. Legacy textbooks that teach the classical design approach are outdated and do not contain sufficient coverage of HDLs to prepare the students for follow-on classes. Newer textbooks that teach the modern digital design approach move immediately into high-level behavioral modeling with minimal or no coverage of the underlying hardware used to implement the systems. As a result, students are not being provided the resources to understand the fundamental hardware theory that lies beneath the modern abstraction such as interfacing, gate-level implementation, and technology optimization. Students moving too rapidly into high levels of abstraction have little understanding of what is going on when they click the “compile and synthesize” button of their design tool. This leads to graduates who can model a breadth of different systems in an HDL but have no depth into how the system is implemented in hardware. This becomes problematic when an issue arises in a real design and there is no foundational knowledge for the students to fall back on in order to debug the problem

A Binaural Neuromorphic Auditory Sensor for FPGA: A Spike Signal Processing Approach

This paper presents a new architecture, design flow, and field-programmable gate array (FPGA) implementation analysis of a neuromorphic binaural auditory sensor, designed completely in the spike domain. Unlike digital cochleae that decompose audio signals using classical digital signal processing techniques, the model presented in this paper processes information directly encoded as spikes using pulse frequency modulation and provides a set of frequency-decomposed audio information using an address-event representation interface. In this case, a systematic approach to design led to a generic process for building, tuning, and implementing audio frequency decomposers with different features, facilitating synthesis with custom features. This allows researchers to implement their own parameterized neuromorphic auditory systems in a low-cost FPGA in order to study the audio processing and learning activity that takes place in the brain. In this paper, we present a 64-channel binaural neuromorphic auditory system implemented in a Virtex-5 FPGA using a commercial development board. The system was excited with a diverse set of audio signals in order to analyze its response and characterize its features. The neuromorphic auditory system response times and frequencies are reported. The experimental results of the proposed system implementation with 64-channel stereo are: a frequency range between 9.6 Hz and 14.6 kHz (adjustable), a maximum output event rate of 2.19 Mevents/s, a power consumption of 29.7 mW, the slices requirements of 11 141, and a system clock frequency of 27 MHz.Ministerio de Economía y Competitividad TEC2012-37868-C04-02Junta de Andalucía P12-TIC-130