21st International Symposium INFOTEH-JAHORINA, 16-18 March 2022

Implementation of Kogge-Stone Adders Using

Computer-Based Tools

Adriana Naydenova Borodzhieva

Department of Telecommunications
University of Ruse “Angel Kanchev”
Ruse, Bulgaria
[email protected]

Abstract—The paper presents the application of inquiry-based addition of binary numbers, such as “Carry Propagation–Look-
2022 21st International Symposium INFOTEH-JAHORINA (INFOTEH) | 978-1-6654-3778-3/22/$31.00 ©2022 IEEE | DOI: 10.1109/INFOTEH53737.2022.9751260

learning and teamwork when teaching the topic “Kogge-Stone Ahead Carry Generator”, “Kogge-Stone Adders”, etc. They had
Adders” implemented with various computer-based tools, such as to implement these devices with various computer-based tools,
MS Excel, Logisim, ISE Project Navigator, LearningApps, as an such as MS Excel, Logisim, ISE Project Navigator that helped
approach for attractive presenting the topic to the students, their students understand their principle of operation better.
motivation for studying and improving their grades in the course.
The paper presents the application of inquiry-based learning
Keywords-21st-century skills; teamwork; inquiry-based and teamwork on the topic “Kogge-Stone Adders” implemented
learning; digital electronics; arithmetic circuits; Kogge-Stone with different computer-based tools. Different stages in
adders; computer-based tools. students’ work are described and illustrated with examples in the
paper. The applications are planned to be included when
I. INTRODUCTION updating the curriculum in the courses “Digital Electronics” and
Nowadays, school teachers and lecturers from universities in “Pulse and Digital Devices” next academic year.
Bulgaria are provoked to apply innovative approaches, such as
creative teaching, audio and video tools, work in teams on II. METHODOLOGY
various project, etc., in order to increase students’ interest to the A. Inquiry-Based Learning in Science Education
studied problems, as well as to make the learning process more
efficient and long-lasting. John Dewey, a famous philosopher of education at the
beginning of the 20th century, was the first person criticizing the
Key topics in the field of digital electronics are presented to fact that “science education was not taught in a way to develop
students-bachelors in the electrical specialties at the University young scientific thinkers” and proponed that “science should be
of Ruse in the courses “Digital Electronics” and “Pulse and taught as a process and way of thinking – not as a subject with
Digital Devices”. Various combinational circuits (encoders and facts to be memorized”. Later, Joseph Schwab proposed that
decoders, multiplexers and demultiplexers, code converters, “science did not need to be a process for identifying stable truths
arithmetic circuits, etc.) and sequential circuits (counters, about the world that we live in, but rather science could be a
registers, pseudorandom number generators, etc.) are studied in flexible and multi-directional inquiry driven process of thinking
these courses. and learning”. Schwab developed three levels of open-ended
research (open inquiry) that might be seen today: “1) Students
Due to the COVID-19 pandemic, in the last academic year
are provided with questions, methods and materials and are
(2020-2021), the lecturers in the courses “Digital Electronics”
challenged to discover relationships between variables;
for students-bachelors in the specialty “Computer Systems and
2) Students are provided with a question, however, the method
Technologies” (fourth semester) and “Pulse and Digital
for research is up to the students to develop; 3) Phenomena are
Devices” for students-bachelors in the specialties “Electronics”
proposed but students must develop their own questions and
(sixth semester), “Internet and Mobile Communications”,
method for research to discover relationships among variables.”
(fourth semester), “Computer Control and Automation” (fourth
[1, 2].
semester) and “Information and Communication Technologies”
(second semester) decided to apply inquiry-based learning (IBL) Today, it is known that students at all levels of education
and teamwork. (schools, colleges, universities) can successfully develop deeper
level thinking skills through scientific inquiry [1].
The students had to work in teams on various projects,
getting acquainted with different digital devices not included in IBL is a pedagogical approach where issues (questions) are
the curriculum of the courses at the moment, for example, BCD identified and researched to develop knowledge (solutions).
adders, binary multipliers, various adders’ circuits for fast Fig. 1 illustrates the learning processes included in IBL (the first

The work presented in this paper is completed as partial fulfilment of

Project 2022 – FEEA – 03, financed under the Scientific and Research Fund of
the University of Ruse “Angel Kanchev”.

978-1-6654-3778-3/22/$31.00 ©2022 IEEE

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 column), important aspects related to IBL in science education
(the second column) and 21st-century skill developed by IBL
(the third column) [3].
IBL might be done in different formats, such as: 1) field-
work; 2) case studies; 3) investigations; 4) individual and group
projects; 5) research projects [1, 2]. a)

In IBL environments lecturers are facilitators, placing

students’ needs, interests and ideas at the center of the training
process and teaching directly on a “need-to-know basis”. Here,
lecturers and students pose multiple open-ended questions and
work towards the common goals of understanding and b)
acquisition of knowledge, skills and competencies. Lecturers
Figure 2. Four-bit binary adder (a) and one of its blocks (b) [4]
encourage students to demonstrate their learning progress using
a wide range of media tools, computer and communication The circuit in Fig. 2 b is the circuit of the least-significant bit
technologies [2].
(LSB) full adder of Fig. 2 a, for i = 1. The variable C2 is the
Learning Processes in Inquiry- Aspects related to IBL in 21st-century skills developed output carry of FA (1) and the input carry for FA (2). It will
Based Learning (IBL) science education by IBL
appear at the output after a delay of minimum two logic gates
• creating questions; • Students should be able to • literacy;
• developing methods for recognize that science is more • numeracy; plus a delay due to the half adder after applying the inputs Ai ,
experiments than knowing facts and • financial literacy;
• developing instruments for memorizing.
• Students should have the
• scientific literacy; Bi and Ci . It means that the steady states C2 , C3 , C4 and C5
data collection; • ICT literacy;
• making observations or doing opportunity to develop new
knowledge built on their prior • cultural and civic literacy; will appear at the output after a delay of minimum two, four, six
research for collecting
• critical thinking;
evidence supporting to knowledge and scientific
ideas. • problem-solving;
and eight logic gates after the appearance of C1 .
answer the questions;
• explaining the evidence • Students should be able to • creativity;
develop new knowledge by
collected;
restructuring their previous
• exchanging information;
• collaboration;
The output of such an adder will be correct only if signals
• analyzing and interpreting
the data;
understandings of scientific
concepts and adding new
• curiosity; have enough time for propagating through the logic gates
• connecting the explanation to
the knowledge obtained from
information learned. • initiative;
• persistence;
between the input and output of the circuit. Since subtraction is
• Learning is influenced by
the investigation process;
students' social environment • adaptability; similar to addition and multiplication and division are also
• creating an argument and whereby they have an • leadership;
justification for the opportunity to learn from • social and cultural awareness;
processes of successive addition and subtraction operations, the
explanation;
• outlining the possible
each other.
• Students will take control of
• innovation skills; time necessary for addition is critical and must be reduced [4].
explanations and creating • thinking skills, etc.
their learning.
predictions for future study.
• The extent to which students Reducing the “carry propagation delay time” might be done
are able to learn with deep
understanding will influence using faster logic gates (but there is a limit below which the logic
how transferable their new
knowledge is to real-life
gate delay cannot be reduced) or other hardware-based
contexts. techniques and the most widely used method is the concept of
look-ahead carry [3, 4].
Figure 1. Inquiry-Based Learning: learning processes, aspects, and The Kogge-Stone adder concept was described by two
21st-century skills
American computer engineers and scientists Peter M. Kogge
and Harold S. Stone in their paper “A Parallel Algorithm for the
B. Kogger-Stone Adders
Efficient Solution of a General Class of Recurrence Equations”
The four-bit binary adder described in [4, 5, 6] is used for in 1973 [7].
adding two four-bit binary numbers. For adding larger-bit binary
numbers it is necessary to use multiple numbers of such adders. In computer systems and technologies, the Kogge-Stone
The four-bit binary adder is composed of a cascade of four full adder is a parallel prefix form carry look-ahead adder. Other
adders (FA(4)…FA(1)) (Fig. 2 a). All the bits of the augend and parallel prefix adders are the Brent-Kung adder, the Han-
addend are available and are entered in the full adder blocks Carlson adder and the fastest known variation, the Lynch-
simultaneously. This type of adder is also called a parallel binary Swartzlander spanning tree adder [7].
adder and theoretically, the addition in the full adders is done The Kogge-Stone adders need more area to be implemented
simultaneously. But in fact, when using a large number of such than the Brent-Kung adders, but have a lower fan-out at each
adders in computational systems the addition is not parallel and stage, which increases performance for typical CMOS process
it is limited by the carry propagation time. Fig. 2 b) illustrates nodes (the main advantage). However, wiring congestion is
the logic circuit of a full adder with three inputs (the bits Ai and often a problem for Kogge-Stone adders [7].
Bi of the two numbers to be added, and the input carry Ci ) and An example of a 4-bit Kogge-Stone adder is shown in the
2 outputs ( Si and Ci +1 for the sum and the output carry). Two diagram in Fig. 3. Each stage (the red boxes, the yellow circles
new binary variables, Gi (called CARRY GENERATE, and the green small circles) produces a “propagate” and a
“generate” bit. The carry bits are the culminating “generate” bits
generating a carry whenever Ai and Bi are 1s) and Pi (called
produced in the last horizontal stage, and they (shifted to the left)
CARRY PROPAGATE, instrumental in propagation of Ci to are XORed with the initial “propagate” bits after the input
Ci +1 ), are defined [4]. (calculated in the red boxes) to produce the “sum” bits. For

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 example, the least-significant “sum” bit is calculated by XORing questions by the students. The teacher is rather a facilitator,
the “propagate” bit in the farthest-right red box (“1”) with the supporting the communication process between the students.
carry-in bit (“0”), producing “1”. The second from the right This 4-week task develops their reading literacy, namely
“sum” bit is calculated by XORing the “propagate” bit in the extracting, summarizing, interpreting and evaluating
second from the right red box (“0”) with C0 (“0”), producing information from texts, pictures, figures, etc. [2, 3].
“0”, and so on [7].
During the discussion, students had to additionally describe
the building block (Fig. 2 b) of a four-bit adder, listing the input
and output signals for each full one-bit adder. Then, for the LSB
full adder, the students had to build the truth table and write the
output functions for the sum and the carry of the adder. They had
to build the circuit of the full adder using these functions in
Logisim and test it for all 8 combinations of the truth table
(Fig. 4), confirming their previously acquired knowledge of
adders.
In the preliminary preparation on the topic of Kogge-Stone
adders, the students had to follow the receipt of all values in the
blocks of Fig. 3 and to write in detail the expressions for their
calculation (Fig. 5), as well as to derive display the Boolean
expressions for all intermediate and output variables of the
circuit (CARRY PROPAGATE, CARRY GENERATE, SUM,
and OUTPUT CARRY) of the four-bit Kogge-Stone adder
(Fig. 6), which are necessary for the realization of the device
with the various computer-based tools.
Figure 3. Example of a 4-bit Kogge–Stone adder with zero carry-in [7]

C. Inquiry-Based Learning when Teaching the Topic

“Kogge-Stone Adders”
Due to the COVID-19 pandemic, in the last academic year
(2020-2021), the lecturers in the courses “Digital Electronics”
and “Pulse and Digital Devices” decided to apply inquiry-based
learning (IBL) and teamwork.
During this experiment, using the flipped-classroom
approach [3], students had to work on projects, getting
acquainted with the theory of different digital devices not
included in the curriculum of the courses now. For the project
implementation, four topics (“BCD Adders” [8, 9], “Binary
Multipliers” [10, 11], “Carry Propagation–Look-Ahead Carry
Generator” [3] and “Kogge-Stone Adders”) and four software
products/platforms (MS Excel [12], Logisim [13], ISE Project
Navigator [14], LearningApps [15]) were chosen.
The paper presents the application of inquiry-based learning
and teamwork when teaching the topic “Kogge-Stone Adders”
implemented with various computer-based tools. The other Figure 4. First steps of students’ activities when studying the topic of adders
topics are presented in other publications of the author
[3, 5, 6, 8, 9, 10, 11, 16]. Realizing this task, students developed their mathematical
literacy, namely: solving a mathematical problem by dividing it
The students were dividing into teams of 4 students on a into subtasks and applying an appropriate mathematical tool (in
voluntary principle. Some materials (for example, theoretical this case – Boolean algebra), analyzing and evaluating the
notes, explanations about using the computer-based tools solution. Undoubtedly, IBL also develops scientific literacy
considered and examples for building applications in MS Excel, using research for encouraging students to ask questions and
Logisim, ISE Project Navigator, interactive and multimedia looking for possible answers but never giving answers in
applications [3, 6, 8, 9, 10, 11, 16]) on the topics were given to advance, doing experiments and sharing their findings with their
the students. classmates [1, 2, 3].
Within 4 weeks (mid-semester, when students have already
gained basic knowledge in the course) students had to get
acquainted with the four topics in advance. Then a week was
given for discussions on the topics by asking questions
formulated by the lectures and students and answering these

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 P1 = A3 ⊕ B3 , G1 = A3 .B3 , P2 = A2 ⊕ B2 , G2 = A2 .B2 ,
Level № 1
P3 = A1 ⊕ B1 , G3 = A1 .B1 , P4 = A0 ⊕ B0 , G4 = A0 .B0 ,

P5 = P1 .P2 = ( A3 ⊕ B3 ) . ( A2 ⊕ B2 )
G5 = P1 .G2 ∨ G1 = ( A3 ⊕ B3 ) . ( A2 .B2 ) ∨ ( A3 .B3 )
P6 = P2 .P3 = ( A2 ⊕ B2 ) . ( A1 ⊕ B1 )
G6 = P2 .G3 ∨ G2 = ( A2 ⊕ B2 ) . ( A1 .B1 ) ∨ ( A2 .B2 ) Level № 2
P7 = P3 .P4 = ( A1 ⊕ B1 ) . ( A0 ⊕ B0 )
G7 = P3 .G4 ∨ G3 = ( A1 ⊕ B1 ) .( A0 .B0 ) ∨ ( A1 .B1 )
P8 = P4 = A0 ⊕ B0 , G8 = G4 = A0 .B0 ,

P9 = P5 .P7 = ( A3 ⊕ B3 ) . ( A2 ⊕ B2 ) . ( A1 ⊕ B1 ) . ( A0 ⊕ B0 )
G9 = P5 .G7 ∨ G5 = ( A3 ⊕ B3 ) . ( A2 ⊕ B2 ) . ( ( A1 ⊕ B1 ) . ( A0 .B0 ) ∨ ( A1 .B1 ) ) ∨ ( ( A3 ⊕ B3 ) .( A2 .B2 ) ∨ ( A3 .B3 ) )
P10 = P6 .P8 = ( A2 ⊕ B2 ) . ( A1 ⊕ B1 ) . ( A0 ⊕ B0 )
G10 = P6 .G8 ∨ G6 = ( A2 ⊕ B2 ) .( A1 ⊕ B1 ) . ( A0 .B0 ) ∨ ( ( A2 ⊕ B2 ) .( A1 .B1 ) ∨ ( A2 .B2 ) )
P11 = P7 = ( A1 ⊕ B1 ) . ( A0 ⊕ B0 )
G11 = G7 = ( A1 ⊕ B1 ) . ( A0 .B0 ) ∨ ( A1 .B1 ) Level № 3
P12 = P8 = A0 ⊕ B0 , G12 = G8 = A0 .B0

C3 = G9 C2 = G10 C1 = G11 C0 = G12

S3 = P1 xor C2 S2 = P2 xor C1 S1 = P3 xor C0 S0 = P4 xor Cin

C3 S3 S2 S1 S0 FINAL RESULT

Figure 6. Determining the variables Pi and Gi and the final result in the
example of a 4-bit Kogge–Stone adder with zero carry-in (next steps of
students' activities when studying the topic)

TABLE I. DISTRIBUTION OF THE TASKS – TOPICS AND TOOLS

Student № 1 had to develop an application in MS Excel

(Fig. 7) based on the formulas in Fig. 5 and Fig. 6, using some
instructions about built-in functions for implementing Boolean
functions [3, 8, 9, 10, 11, 16]. The student had to describe the
steps, the formulas used and apply some examples. The
application consists of two modules. The first one, situated in the
left, calculates directly (without “hints”) the variables CARRY
PROPAGATE Pi ( i = 1 ÷ 12 ) , CARRY GENERATE
Gi ( i = 1 ÷ 12 ) , SUM Si ( i = 0 ÷ 3) , and OUTPUT CARRY
Ci ( i = 0 ÷ 3) , using the bits of the two binary bits A3 ... A0 and
B3 ...B0 . The second one, located in the right, calculates the same
variables in more detail by writing the formulas and values of
the variables involved in the calculation, which supports the
educational process of students. The two modules work
Figure 5. Calculating the values of the variables Pi and Gi and the final result independently of each other. The result of the addition operation
in the example of a 4-bit Kogge–Stone adder with zero carry-in (initial steps (the bits of the sum Si ( i = 0 ÷ 3) , and of the carry
of students' activities when studying the topic)
Ci ( i = 0 ÷ 3) , are visualized at the bottom of the application.
For the next 4 weeks, each team had to work on one of the The example in Fig. 7 is as follows: the two 4-bit binary numbers
topics, covering all the topics during this 4-week period (topic are A3 ... A0 = 1001 , B3 ...B0 = 1100 , the variables CARRY
per week). Students had to use a different computer-based tool
on a rotating basis each week, as illustrated in Table I. PROPAGATE and CARRY GENERATE calculated are
PG
1 1 ...P4 G4 = 01100010, P5 G5 ...P8 G8 = 01000010,
By the end of the classes, each team had to prepare a report P9 G9 ...P12 G12 = 01000010. The sum bits are S3 ...S0 = 0101 and
about the principle of operation of the studied device and to
present to the class the work of the team – how the tasks were the carry bits are C3 ...C0 = 1000. Therefore, the result of the
distributed and what the contribution of each team member was. addition operation is C3 S3 ...S0 = 10101. The same color coding

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 as in Fig. 3 is used in the application (Fig. 7), for easier in terms of the number of stages, which determines the speed of
perception by students. the circuit.
Using some directions given in [3, 6, 8, 9, 10, 11, 16],
Student № 3 had to draw the circuit of a four-bit Kogge-Stone
adder in the environment of ISE Project Navigator (Fig. 9),
program the FPGA-based laboratory board and test the device.
The matching between the signals of the lab-board (columns
LAB) and the input and output variables (columns VAR) is
shown in Table II. The same example is presented in Table II
(columns VAL, where GREEN = 1, RED = 0). Four photos of
the lab-board (for the following 4 cases: 1) x1 = 0, x0 = 0;
2) x1 = 0, x0 = 1; 3) x1 = 1, x0 = 0; 4) x1 = 1, x0 = 1) are
presented in Fig. 10: the two 4-bit binary numbers to be added
are A3…A0 = 1001, B3…B0 = 1100, the variables CARRY
PROPAGATE and CARRY GENERATE are as follows:
Figure 7. Implementation of a four-bit Kogge-Stone adder in MS Excel
• P1G1…P4G4 = 01100010 (Fig. 10 a, case 1);
Student № 2 had to build the following circuits in Logisim • P5G5…P8G8 = 01000010 (Fig. 10 b, case 2);
using the directions in [3, 6, 8, 9, 10, 11, 16] and test them: a) a
four-bit full adder according to Fig. 2 a and Fig. 2 b; b) a four- • P9G9…P12G12 = 01000010 (Fig. 10 c, case 3).
bit Kogge-Stone adder based on the formulas in Fig. 5 and The carry bits are C3…C0 = 1000 and the sum bits are
Fig. 6. The circuits are presented in Fig. 8, where the same S3…S0 = 0101. Therefore, the result of the addition operation
example is presented (Fig. 8). will be C3S3…S0 = 10101 (Fig. 10 a, case 4).

Figure 9. FPGA implementation of a four-bit Kogge-Stone adder in

ISE Project Navigator based on its schematic view
a)
TABLE II. TESTING A FOUR-BIT KOGGE-STONE ADDER ON THE
LABORATORY BOARD – INPUT AND OUTPUT VARIABLES

b) Using some directions in [3, 8, 9, 10, 11, 16], Student № 4

Figure 8. Implementations in Logisim: a) a four-bit full adder according to had to develop interactive multimedia testing exercises on the
Fig. 2 a and Fig. 2 b; b) a four-bit Kogger-Stone adder topic studied in LearningApps (Fig. 11), describe the steps and
give some examples. The “Matching Pairs” template was
The student who built the two circuits had to compare the used – the exercise (developing and examples) shown in Fig. 11
two realizations in terms of the number of logic gates used and was to match the pairs “A3…A0 and B3…B0” and “C3…C0
and S3…S0”.

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