An introductory digital design course using a low–cost autonomous robot

This paper describes a new digital design laboratory developed for undergraduate students in this electrical and computer engineering curriculum. A top-down rapid prototyping approach with commercial computer-aided design tools and field-programmable logic devices (FPLDs) is used for laboratory projects. Students begin with traditional transistor–transistor logic-based projects containing a few gates and progress to designing a simple 16-bit computer, using very high-speed integrated circuits hardware description language (VHDL) synthesis tools and an FPLD. To help motivate students, the simple computer design is programmed to control a small autonomous robot with two servo drive motors and several sensors. The laboratory concludes with a team-based design project using the robot

A 100-MIPS GaAs asynchronous microprocessor

The authors describe how they ported an asynchronous microprocessor previously implemented in CMOS to gallium arsenide, using a technology-independent asynchronous design technique. They introduce new circuits including a sense-amplifier, a completion detection circuit, and a general circuit structure for operators specified by production rules. The authors used and tested these circuits in a variety of designs

Programmable neural logic

Circuits of threshold elements (Boolean input, Boolean output neurons) have been shown to be surprisingly powerful. Useful functions such as XOR, ADD and MULTIPLY can be implemented by such circuits more efficiently than by traditional AND/OR circuits. In view of that, we have designed and built a programmable threshold element. The weights are stored on polysilicon floating gates, providing long-term retention without refresh. The weight value is increased using tunneling and decreased via hot electron injection. A weight is stored on a single transistor allowing the development of dense arrays of threshold elements. A 16-input programmable neuron was fabricated in the standard 2 μm double-poly, analog process available from MOSIS. We also designed and fabricated the multiple threshold element introduced in [5]. It presents the advantage of reducing the area of the layout from O(n^2) to O(n); (n being the number of variables) for a broad class of Boolean functions, in particular symmetric Boolean functions such as PARITY. A long term goal of this research is to incorporate programmable single/multiple threshold elements, as building blocks in field programmable gate arrays

Electronics and control technology

Until recently, there was no requirement to learn electronics and control technology in the New Zealand school curriculum. Apart from isolated pockets of teaching based on the enthusiasm of individual teachers, there is very little direct learning of electronics in New Zealand primary or secondary schools. The learning of electronics is located in tertiary vocational training programmes. Thus, few school students learn about electronics and few school teachers have experience in teaching it. Lack of experience with electronics (other than using its products) has contributed to a commonly held view of electronics as out of the control and intellectual grasp of the average person; the domain of the engineer, programmer and enthusiast with his or her special aptitude. This need not be true, but teachers' and parents' lack of experience with electronics is in danger of denying young learners access to the mainstream of modern technology

Characterization and Scaling of MOS Flip Flop Performance in Synchronizer Applications

The measured and calculated values of t he Flip Flop parameters needed to specify synchronizer reliability are presented for 3 different depletion-load, silicon gate, NMOS, R-S Flip Flop circuits with gate lengths ranging from 6μm to 4.2μm. Estimates of the probability of synchronizer failure to resolve within allowed or desired times can be determined from these parameters