Homework Assignments for CS W4825

1/20/04
READ: 6.8 pp. 239-46), 6.2.7 (p. 183-5)
PROBLEMS: 6/(54, 55, 13)
READ: 4.1.2 (p. 109) MUX, 6.4.2 (p. 196) Latch, 6.2.6 (p. 177) Combinational hazards, 6.2.8 (p 185) Essential hazards.
PROBLEMS:6/(23, 25, 26, 29)
Read: IN TEXT 6.1.2 (p. 157). IN HANDOUT on Flow Table Reduction, sections 2.1-2.3

Problems: In same handout. 2/(3, 15, 5-7)
Read (in handout) 2.4 and 2.6, (in text) on iterative functions 5.2 (p. 131).
Problems: (In handout) 2/(9-12). (In text) 5/(9, 11, 12)
Read: IN TEXT 5.3
Problems: IN TEXT 5/(14-16, 19)
NON-TEXT Implement the flow table for the two's complement function in tree form. You need only specify the logic for the primary and interior modules after finding the set of mappings and generating the multiplication table for the mappings.
Read First paragraph of 6.9 (p. 246), and the second paragraph on p. 259 (about dual-rail encoding).

Problems 1-3, each involve the design of a 3-way comparator, i.e., a circuit with outputs G = 1 if A > B, L=1 if A < B and E=1 if A=B, where A and B are unsigned binary numbers. Note that only ONE output set is needed, which represents the result for the complete numbers. For each design, show a block diagram assuming 8-bit numbers, and logic expressions for the contents of the blocks. You need not draw detailed gate circuits. Start by generating a flow table for the comparator. Recall that either of two different flow tables could be used, one corresponding to signal flow from left to right (MSB to LSB), and the other from right to left. One of these is clearly better for problem 3, in that it will lead to a circuit that is, on average, much fastebrat least for random numbers. Consider this carefully. Unless you can think of a good reason to do otherwise, I suggest using the same table for all three problems, as it will save a little work.
1. Design a simple linear iterative circuit for the comparator. Pay special attention to the last module, where the output signal must be produced.
2. Design a simple tree-realization of the comparator. Note that the tree will be simpler than for a circuit such as an adder, where we need a sequence of outputs, rather than just a single output. Think carefully about what the primary level and interior modules need to do in this situation, so you can avoid doing unnecessary work and specifying useless logic. Pay particular attention to how best to generate the output signals.
3. Design a linear iterative circuit with a completion signal. Assume dual-rail inputs. Use 1-hot coding for the state assignment.
4. Show the design of a Brent-Kung adder for 8-bit numbers. Draw a block diagram with all the primary level, interior and output generating modules. Specify logic expressions for each type of module.
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***TIME FOR MIDTERM COURSE EVALUATIONS** Go to http://oracle.seas.columbia.edu/
NT-1. For each of the following two expressions, identify any static combinational hazards that exist in the corresponding 2-stage logic circuits, assuming SIC operation.
(a) Z=A'B'+AC'
(b) Z=(A'+B'+C')(A'+B+C)(A+D)
(c) Z=AB'+A'C'D+AD'+AC

NT-2. Design 32-bit speculative completion adders meeting each of the following specifications. Assume the body of the adder is of the ripple-carry type and that there is 1 unit of delay for each adder stage. (a) The completion signal is generated with delay 32 (worst case) or with delay 17. Use 2 p-signals. (b) The completion signal is generated with delay 32, or 17, or 12. Use 2 p-signals to control the delay of 17, and 4 p-signals to control the delay of 12.

NT-3. Using as building blocks full adders and half adders, as well as a single block representing a fast 5-bit adder with carry out, draw a diagram of an array multiplier based on the carry save adder idea, that will multiply two 5-bit numbers. Assume as inputs, the 1-bit products, pij, where pij=AiBj.

NT-4. Construct a tree of CSA's to add 32 numbers. Don't worry about bit positions. Represent each adder (k-bits) by an oval. Terminate with a rectangle, representing a conventional adder that generates a single number for its output. There is no unique solution to this problem, but you should not have trouble finding a tree whose maximum depth, INCLUDING the conventional adder, is 8.
HW # 8
HOMEWORK #9
Read: 6.6
Problems: In text 6/(47-51)

HOMEWORK #10
Read first 5 sections of Notes on Linear Sequential Circuits, now posted on the class website.
Problems:
In all these problems, + means XOR
1. Solve the following set of linear equations for the Xs in terms of the Zs.
```
Z1 = X1 + X3
Z2 = X1 + X2
Z3 = X1 + X2 + X3

2. Find all the null sequences of each of the following polynomials
(a) D3 + D + I  (b)  D4 + D3 + D2 + D + I

3. Find the polynomial for which the following is the m-sequence
(maximal length null sequence).  1 1 0 0 0 1 0 0 1 1 0 1 0 1 1.

4. Factor the following polynomials: (a) D6 + D4 + I
(b) D5 + D4 + D2 + I

5. Show that if S is any m-sequence, then S^R, (S written backwards)
is also an m-sequence.  Indicate how the corresponding polynomials are
related.


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