外文翻译--一个以 “ DSP算法和ASIC架构”为导向的硕士课程
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1、附录 A A PROJECT-ORIENTED MASTER PROGRAMME IN DSP ALGORITHMS AND ASIC ARCHITECTURES Over the last decade Digital Signal Processing (DSP) has evolved from being a term known by only a few specialists, to a household term. The growth in DSP applied in e.g., consumer, medical, communications, networking
2、and computing devices has been spectacular. In fact, the digital signal processor market has grown 40% per year since 1988 and this figure is expected to continue over the next 10 years. At the same time the extreme improvement in hardware technologies has been paving the way for designing dedicated
3、 architectures for real time execution of still more complex DSP algorithms, continuously decreasing the power and silicon consumption required to perform certain functionalities. Consequently, we consider advanced DSP topics as being essential in the curriculum for a still growing number of electri
4、cal engineering students. These topics are basically related to 1) the design of highly complex DSP algorithms according to given specifications, and 2) real time implementation of these algorithms using various and conceptually different hardware architectures. AalborgUniversity, which has a long s
5、tanding tradition for project-oriented teaching in traditional DSP theory at the Master level, therefore in 1994 launched a new Master programme in DSP Algorithms and ASIC Architectures. Now, after five years of very successful execution of this programme, we in this paper would like to report on ou
6、r experiences. 1. INTRODUCTION The evolution over the past 2-3 decades within the Digital Signal Processing community towards more sophisticated and complex algorithms has been the primary reason for the design of todays very powerful, flexible, and easy-to-use general purpose (GP) programmable Digi
7、tal Signal Processor. In numerous application areas these devices exhibit an efficient trade-off between performance, required time for HW/SW design, and price. From the early 80s, AalborgUniversity therefore has offered a Master programme in traditional DSP design, i.e., application studies, algori
8、thmic design and real time implementation onto GP DSP processors. In recent years, however, the number of applications which need support for high integration has increased substantially. In particular, portable systems, e.g., mobile communication systems and hearing aids (industrially represented b
9、y numbers in Denmark) are applications where extreme performance in terms of high speed, small physical size, low power consumption, and time to market is vital.For such types of applications, the GP programmable DSP is in many cases either lacking the ability to meet the specifications, or is simpl
10、y an overkill. Consequently, in order to change our DSP Master candidate profile towards these new challenges, we started in1993 to look for alternative architectural possibilities, e.g.,1. With the state-of-the-art IC technology and ASIC design tools, we found that a very promising educational appr
11、oach is to provide the students with an in-depth knowledge of the theories, methods and tools required in order to design and implement Application Specific Digital Signal Processors, fixed or programmable. Basically, these processors are stripped and customized versions of GP DSPs. Therefore, funda
12、mental characteristics are 1) tailor-made instruction sets and 2) architectural topologies consisting of execution units tuned to the given application (i.e., set of algorithms). Essential subjects included in the Master programme is therefore advanced DSP theory, concepts for real time architecture
13、s and theories for optimizing the algorithmic and architectural interaction. After five years of continuous refinement, our Master programme is now running very successfully with 15-20 new Masters every year. In order to share our experiences, we in this paper will discuss 1) the overall organizatio
14、n of the project-oriented education strategy at AalborgUniversity, 2) the main objective and content of our Master programme, 3) a typical student project trajectory, and 4) general experiences. 2. THE PROJECT-ORIENTED STRATEGY Established in 1974, AalborgUniversity now has employed a project-organi
15、zed study strategy for almost 25 year, 2. The curriculum in engineering is project-organized from the day the freshmen arrive and until they graduate | the first year (i.e., two semesters) being spend learning how to do scientific work in project groups (typically 4-6 students, the exception being t
16、he Master project with normally 2 students). The next one and a half year in the undergraduate programmes, the project-work is mainly design-oriented. In contrast, the last two and a half years in the graduate programmes, the project-work is problem-oriented. Adding up, the Master degree is obtained
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