1. Steven Bell 2. What you hope to learn 2. How to build a - PowerPoint PPT Presentation

Welcome to EE 201! Please fi ll out a name tent with the name you prefer to go by. On your notecard write: 1. Your name 1. Steven Bell 2. What you hope to learn 2. How to build a microprocessor. in this course 3. Tim Cook calls me personally 3. A wild prediction of the best and asks me to design the next- possible outcome if your generation iPhone processor. expectations are met.

EE 201: The magic of microprocessors Steven Bell 17 January 2019

About me Bachelor's in Computer Engineering MS/PhD in Electrical Engineering Two summer-long internships

fl My research Avnet UltraZed EG with PCIe carrier card 4-camera custom FMC breakout Custom IMX219 camera boards with: - Focus - Con fi gurable clock - 9-axis IMU

BUMPS AHEAD Warning! EE 201 is a brand-new course! There will be problems - please be patient. And let us know how we can improve!

About you 1. Your name 2. Somewhere interesting you have been in the last year

What will we learn in EE 201? int main(int argc, char* argv[]){ for(int i = 0; i < 100; i++){ printf("i: %d\n", i); } return(0); } Circuits Programming

What will we learn in EE 201? int main(int argc, char* argv[]){ for(int i = 0; i < 100; i++){ Digital design printf("i: %d\n", i); } return(0); (EE 201) } Circuits Programming

Why should you care?

Why should you care? (one example)

CPU GPU FPGA ASIC <100 MHash/sec ~1 GHash/sec ~500 MHash/sec ~10 THash/sec 0.5 MHash/J 2 MHash/J 20 MHash/J 10,000 MHash/J https://en.bitcoin.it/wiki/Mining_hardware_comparison

Other applications Wearables Neural-network hardware Network routers Gene matching "Big data" analytics

Custom hardware in the datacenter In a power-constrained system, performance per watt is performance. Google Tensor Microsoft Catapult Amazon EC2 F1 Processing Unit Intel FPGA cloud FPGA instances

Topic Reading Homework Jan 17 Thursday 1 Welcome and introduction Combinational logic Jan 22 Tuesday 2 Boolean equations, truth tables, and circuits 1.5, 2.1-2.2 Jan 24 Thursday 3 Manipulating boolean equations & minimizing logic 2.3-2.7 Jan 29 Tuesday 4 Multiplexers and FPGAs 2.8 HW 1 due Jan 31 Thursday 5 Timing combinational logic 2.9 VHDL and FPGAs Feb 05 Tuesday 6 VHDL for combinational logic 4.1-4.2 HW 2 due Feb 07 Thursday 7 Testing and testbenches 4.3, 4.9 Feb 12 Tuesday 8 Latches and flip-flops 3.1-3.3 HW 3 due Feb 14 Thursday 9 Basic sequential circuits 4.4-4.5, 5.4 Sequential logic Feb 19 Tuesday 10 State machines 3.4 HW 4 due Feb 21 Thursday No class; Monday schedule due to holiday Feb 26 Tuesday 11 Timing sequential logic 3.5-3.7 HW 5 due Feb 28 Thursday 12 Testing sequential logic Mar 05 Tuesday 13 Snow day / review for exam HW 6 due Mar 07 Thursday 14 Midterm exam Mar 12 Tuesday 15 Adders and other combinational circuits 5.1-5.2 Mar 14 Thursday 16 Memory: registers, RAM, and ROM 5.5 Building a computer Mar 19 Tuesday No class, spring break Mar 21 Thursday No class, spring break Mar 26 Tuesday 17 ARM assembly programming 6.1-6.3 HW 7 due Mar 28 Thursday 18 From assembly to 0s and 1s 6.4-6.9 Apr 02 Tuesday 19 Building a single-cycle processor 7.1-7.3 HW 8 due Apr 04 Thursday 20 A more efficient multi-cycle processor 7.4 Apr 09 Tuesday 21 Even faster: pipelined processors 7.5 HW 9 due Apr 11 Thursday 22 Processor catch-up day Going faster Apr 16 Tuesday 23 Techniques for modern processors 7.7-7.8 HW 10 due Apr 18 Thursday 24 Digital peripherals and protocols 9.1-9.3.4.1 Apr 23 Tuesday 25 Caching 8.1-8.3 HW 11 due Apr 25 Thursday 26 Virtual memory 8.4-8.5 May 09 Thursday Final exam, 3:30-5:30pm

Device policy Please put away laptops and cell phones except when you need them to solve a problem or answer a poll. Duncan et al., 2012 Digital Devices, Distraction, and Student Performance: Does In-Class Cell Phone Use Reduce Learning? http://casa.colorado.edu/~dduncan/wp/wp-content/uploads/AER010108.pdf Ravizza et al., 2014 Non-academic internet use in the classroom is negatively related to classroom learning regardless of intellectual ability https://www.sciencedirect.com/science/article/pii/S0360131514001298

O ffi ce hours OH are for everyone! Walking o ffi ce hours are an experiment - come join!

I want everyone to succeed in this class! We're going to cover a lot of ground, and it will be challenging, but you have what it takes! We'll evaluate your learning based on what you can do, not on a curve against each other. If you're falling behind, change something! Rarely does "working harder" solve the problem.

A word on stereotypes

The digital abstraction We handle complexity with abstraction. And we enable abstractions by making restrictions. The fi rst fundamental one is the "digital abstraction"

By the end of class today, you should be able to: Write a positive decimal number in binary and vice-versa Add numbers in binary Represent negative numbers using 2's complement

Decimal to binary (one of several ways) If the number is odd, write a 1 and subtract 1 from the number If the number is even, write a 0 Divide the number by 2 and repeat

over fl ow! 0000 1111 0001 0 15 1 1110 0010 2 14 0011 1101 3 13 binary 4 integer 12 0100 1100 5 11 0101 1011 10 6 9 7 0110 8 1010 0111 1001 1000

unsigned over fl ow 0000 1111 0001 0 15 1 1110 0010 0 2 14 1 -1 2 -2 0011 1101 3 13 3 -3 binary unsigned 4 4 12 -4 1100 0100 signed 5 -5 5 11 6 -6 -7 -8 0101 1011 7 6 10 9 7 0110 8 1010 0111 signed over fl ow 1001 1000

To write a negative number in 2's complement: Write the positive number in binary Flip all the bits (1 → 0, 0 → 1) Add 1 (with all the appropriate carries) To convert negative 2's complement to decimal, Flip all the bits (1 → 0, 0 → 1) Add 1 (with all the appropriate carries) Write the number in decimal

For next Tuesday 1. Read the book (1.5, 2.1-2.2) and complete the pre-class quiz www.ece.tufts.edu/ee/201/ Quiz is due at 9AM the day of class, so I can review it cp /ee/201/public_html/quizzes/quiz_01.txt ./ provide ee201 q1 quiz_01.txt