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College of Engineering and Architecture

Department of Computer Engineering
SYLLABUS
Course Title: Introduction to HDL
Course Code: CPE 314
Credits: 1 unit (3 hours Lab)

USTP Vision Semester/Year: 1st Semester / 2024-2025 Prerequisite(s): Programming Logic and Design
Class Schedule: MWTh 9:00 – 10:30AM; M 7:30 – 9:00AM Fundamentals of Electronic Circuit
A Bldg./Rm. No.: 42-302; 42-304; Online Co-requisite(s): N/A
nationally-recognized
Science and Instructor: Engr. Arcel S. Diaz Consultation Schedule: W 10:30am – 4:00pm
Technology (S&T) Email: [email protected] Bldg.Rm. No.: 43-301 (ECE Faculty Office)
university providing Mobile No.: 09484379081 Office Phone No./Local: 183
the vital link between
education and the
economy I. Course Description:
A laboratory course that introduces hardware description language as a tool for designing and testing combinational and sequential circuits. It covers fundamentals
USTP Mission of concepts of HDL(Hardware Description Languages) and the basic building blocks of HDL programming. The HDL will apply describe their role in electronic
design automation environment. Describes the use of Verilog as a design entry method for logic design in FPGAs and ASICs. Verilog syntax are explained along
● Bring the
world of with statements, identifiers and keywords. Describe modelling such as Gate-Level, Data Flow and Behavioral Modelling. Use of simulation as means of testing
work circuit designs. Programming assignments are used to develop skills and reinforce the concepts presented. Implementation of simulation in combinational,
(industry) sequential and finite state machines.
into the
actual higher
education
and training
of the
students;
● Offer
entrepreneurs
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of the
opportunity II. Course Outcome:
to maximize
their business Program Outcome (PO)
potentials Course Outcomes (CO)
a b c d e f g h i j k l m n
through a
gamut of CO1: The students will have an ability to describe the role
services from of HDL (Hardware Description Language) in electronics D D D D E D D
product design environment.
conceptualiza
tion to CO2: The students will be able to write codes using
D D D D E D D
commercializ Verilog HDL and VHDL in designing modern logic circuit
ation;
● Contribute CO3: The students will have an ability to synthesize and
D D D D E D D
significantly implement model on standard cell libraries and FPGA.
to the
national
development
goals of food
security and
energy III. Course Outline:
sufficiency
through Course Intended Teaching-Lea
technology Allotted Suggested Assessment
Outcomes Learning Topic/s rning Grading Criteria Remarks
solutions. Time Readings Tasks/Tools
(CO) Outcomes (ILO) Activities
1. Class Introduction to Reference Online Class Exercise Score
Program Educational orientation Textbook Discussion Problems
Objectives: HDL
2. Describe
hardware
Three to Five years Week 1 description
from Graduation: 3 hrs CO1 language in
PEO1: Graduates will (lab) modern digital
be able engage in design Describe
professional practice the fundamentals
applying advanced of design
computer engineering abstraction in
knowledge and skills.
PEO2: Graduates will
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be able to engage in modern digital

successful design
technopreneurship 1. Compar Knowing the Reference Online Class Group Presentation Group Activity
endeavors or e and Contrast Textbook Discussion Score
professional practice Week 2 Languages
CO2, different VHDL,
using effective 3 hrs Group Activity
CO3 Verilog and
communication imbued (lab)
System Verilog
with professional Case Studies
ethics.
PEO3: Graduates will Discuss top-down Hierarchical Reference Online Class Quiz Quiz Score
be able to engage in and bottom-up Textbook Discussion
Modelling
research and extension design
activities leading to methodologies for Concepts
innovative ideas and digital design.
solutions in the service Explain
of the community for differences
national development
between modules
and global
and module
competitiveness.
PEO4: Graduates will instances in
be able to uphold moral Verilog. Describe
uprightness, unselfish Week four levels of
CO1, abstraction.
dedication, social 3-4
CO2,
responsibility, and total 6 hrs Behavioral, Data
CO3
quality management. (lab) flow, Gate level,
and Switch level?
Program Outcomes: to represent the
same module.
a: Ability to apply Describe
knowledge of components
mathematics, sciences,
required for the
and engineering
appropriate to the field simulation of a
of practice in computer digital design.
engineering Define a stimulus
b: Ability to design and block and a design
conduct experiments, block Explain two
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as well as to analyze methods of

and interpret data applying stimulus.
c: Ability to design a
system, component, or Describe the data Introduction to Reference Online Class Quiz Quiz Score
process to meet desired types provided in Verilog HDL Textbook Discussion
needs within identified Week Lab Quiz Score
Verilog Describe
constraints 5-6
CO2 the basic Laboratory
d: Ability to work 6 hrs Laboratory Quiz
(lab) construction of a Exercises
effectively in
Verilog module
multidisciplinary and
multi–cultural teams
Describe the basic Introduction to Reference Online Class Quiz Quiz Score
e: Ability to identify, Week of VHDL in logic VHDL Textbook Discussion
formulate, and solve 7-8
CO3 design Lab Quiz Score
computer engineering 6 hrs
problems Laboratory
(lab) Laboratory Quiz
f: Ability to understand Exercises
professional and ethical Week 9 MIDTERM EXAM
responsibility 3 hrs
g: Ability to effectively Identify logic gate Gate Level Reference Online Class Quiz Quiz Score
communicate in verbal primitives Textbook Discussion
and non-verbal Modelling
provided in Lab Quiz Score
communication Verilog. Discuss Laboratory
h: Ability to apply Laboratory Quiz
instantiation of Exercises
broad education
necessary to gates, gate
understand the impact symbols, and truth
of engineering Week tables for and/or
CO1,
solutions in a 10-11 and buf/not type
CO2,
global/societal context 6 hrs gates. Discuss
CO3
i: Ability to engage in (lab) how to construct a
life–long learning and Verilog
to keep current of the description from
development in a the logic diagram
specific field of of the circuit.
specialization
j: Ability to apply Describe rise, fall,
knowledge of and turn-off
contemporary issues
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k: Ability to use delays in the

appropriate techniques, gate-level design.
skills, and modern Explain min, max,
tools necessary for and typ delays in
computer engineering
the gatelevel
practice to be locally
design.
and globally
competitive.
Identify logic gate Data Flow Reference Online Class Quiz Quiz Score
l: Ability to apply
primitives Textbook Discussion
acquired computer Modelling
provided in Lab Quiz Score
engineering knowledge
and skills for national Verilog. Discuss Laboratory
Laboratory Quiz
development. instantiation of Exercises
m: An ability to apply gates, gate
and demonstrate skills symbols, and truth
in intelligent system, tables for and/or
network design and and but/not type
security, and gates. Discuss
technopreneuership. Week how to construct a
n: An ability to CO1,
12 Verilog
preserve and promote CO2,
3 hrs description from
Filipino and historical CO3
(lab) the logic diagram
and cultural heritage.
of the circuit.
Describe rise, fall,
and turn-off
delays in the
gate-level design.
Explain min, max,
and typ delays in
the gatelevel
design

Week Explain the Behavioral Reference Online Class Quiz Quiz Score
CO1, significance of Modelling Textbook Discussion
13
CO2, Lab Quiz Score
3 hrs structured
CO3
(lab) procedures always
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and initial in Laboratory Laboratory Quiz

behavioral Exercises
modeling. Define
blocking and
nonblocking
procedural
assignments.
Understand
delaybased timing
control
mechanism in
behavioral
modeling. Use
regular delays,
intraassignment
delays, and zero
delays. Describe
event-based
timing control
mechanism in
behavioral
modeling. Use
regular event
control, named
event control, and
event OR control.
Use level-sensitive
timing control
mechanism in
behavioral
modeling

Explain
conditional
statements using if
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and else. Describe

multiway
branching, using
case, casex, and
casez statements.
Understand
looping statements
such as while, for,
repeat, and
forever.

Design Combinational Reference Online Class Quiz Quiz Score

Week combinational Circuit Textbook Discussion
CO1,
14 circuit using Lab Quiz Score
CO2,
3 hrs
CO3 Verilog/VHDL Laboratory
(lab) Laboratory Quiz
Exercises
Design sequential Sequential Circuit Reference Online Class Quiz Quiz Score
Week circuit using Textbook Discussion
CO1,
15 Verilog/VHDL Lab Quiz Score
CO2,
3 hrs
CO3 Laboratory
(lab) Laboratory Quiz
Exercises
Design State State Machines Reference Online Class Quiz Quiz Score
Week Machines Design Textbook Discussion
CO1,
16 Lab Quiz Score
CO2,
3 hrs
CO3 Laboratory
(lab) Laboratory Quiz
Exercises
Design a Counters, Reference Online Class Quiz Quiz Score
Week behavioral model Encoders, & Textbook Discussion
CO1,
17 for a counter using Decoders Lab Quiz Score
CO2,
3 hrs
CO3 single block Laboratory
(lab) Laboratory Quiz
Exercises
Week
18 FINAL EXAM
3 hrs
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IV. Course Requirements:

1. Class policies:
(a) The student is highly encouraged to obtain their USTeP account or free Microsoft 365 account for students or Google account or
some other available online platform for online classes that can be used for free if applicable.
(b) Students are highly encouraged to be present in all virtual class sessions. If the student cannot access said online class sessions, the
recorded session will be made available to the student through e-mail, online classroom platform or by personal walk-in appointment
with the instructor if needed. They could also use the computer premises inside the campus if permitted. Regardless, the student is
expected to keep up with the discussion.
(c) Taking of lecture notes is an integral role of every student as well as studying and participating in virtual classes.
(d) Students are given the chance to pass the assignments and seatwork a week after the virtual class. Non-submission thereof is considered
late.
(e) For quizzes and exams, the students are given the chance to comply until the next class schedule. Non-submission thereof is considered
late.
(f) For PIT and other projects, the students can pass any time before the end of the class semester. Failure to do so would also mean a mark
of zero.
(g) The instructor is allowed to create and/or adapt new policies as the need arises to accommodate the needs of the students depending on
current circumstances.

2. Course Readings/Materials:
(a) Titles, authors, and editions of textbooks and other materials, required and recommended (Copyright within 10 years)
● Quick Start Guide to Verilog, 1st ED by Brock J. LaMeres (2019)
● Quick Start Guide to VHDL, 1st ED by Brock J. LaMeres (2019)
● Verilog HDL: A Guide to Digital Design and Synthesis, 2nd ED by Samir Palnitkar (2003)
● HDL with Digital Design by Nazeih Botros (2015)
(b) Supplies needed (calculators, software, workbooks, disks, CDs, lab supplies, art supplies, etc.)
● USTeP Account for Virtual Discussions and Other Class Requirements
● Gadgets for accessing Virtual Class and using Computer Programs
● Flash disks to those walk-in students and does not have internet at home
● Calculators
● ModelSim software
● Icarus software
(c) URLs for online resources
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● Video lectures on HDL

3. Assignments, Assessment, and Evaluation
(a) Policy concerning homework
(b) Preliminary information on term papers or projects, with due dates
● refer to class policy
(c) Description in detail of grading processes and criteria (how many quizzes, tests, papers; weighting of each; amount of homework, etc.) or
the GRADING POLICY

(Passing Percentage is 70%)

Laboratory = 100%

Periodic Grade: Grade:

Periodic Exam - 30 % Midterm = 50%CO1 + 50%CO2 - 50%
Quizzes/Laboratory Activities - 40 % Final = 20%CO1 + 40%CO2 + 40% CO3 - 50%
Performance Task - 20% Final Grade = 100%
Others - 10 %
100 %

(g) Subject-to-change notice - TBA

(h) Date and time of Midterm and Final Exam - TBA
4. Use of VLS, USTeP, MS 365, Google classroom, and other online platform in class to distribute course materials, to communicate and collaborate
online, to post grades, to submit assignments, and to give you online quizzes and surveys.

Disclaimer:
Every attempt is made to provide a complete syllabus that provides an accurate overview of the subject. However, circumstances and events make it necessary for the instructor to modify the syllabus during the
semester. This may depend, in part, on the progress, needs, and experiences of the students.

Prepared by: Recommending Approval: Approved by:

ENGR. ARCEL R. SALEM ENGR. SPRITZIE GARUCHA DR. ISRAEL A. BAGUHIN

Instructor Chair Dean

ENGR. AILEEN A. SIERAS

Instructor
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RUBRIC FOR HOMEWORK/SEATWORK

Criteria 10 points 8 points 6 points 3 points

Completion All assigned work/problem was Most of the assigned work/problem Some of the assigned work/problem Some of the assigned work/problem
completed. was completed. was completed. was completed.

Provided the complete steps in Provided some missing steps in its Provided some missing steps in its Provided incomplete steps in its
arriving a complete work/solution solution solution solution

Neatness Homework was in orderly steps, no Homework was in orderly steps, and Homework was in orderly steps, and Homework was disorder, and
erasure/s and presented the work presented with few erasure/s. presented with a lot of erasure/s. presented with a lot of erasure/s.
neatly.

Timeliness Homework/assignment was Homework/assignment was Homework/assignment was Homework/assignment was

submitted on due date or time. submitted late for 2 days. submitted late for 4 days submitted late for 1 week or more.

Accuracy All of the answer/s is/are correct Most of the answer/s is/are correct Some of the answer/s is/are correct. Little to none of the answer/s is/are
correct.
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RUBRIC FOR GROUP ACTIVITY/PRESENTATION

Task Description:

Criteria Weight 4 – Exemplary 3 – Accomplished 2 – Developing 1 – Needs Improvement

◻ Does a full share of work or more? ◻ Does an equal share of work? ◻ Does almost as much work as others ◻ Does less work than other group
◻ Assigns a clearly defined role; group ◻ Assigns roles, but roles are not clearly defined or ◻ Assigns roles, but roles are not members?
members perform roles effectively consistently adhered to adhered to ◻ No effort made to assign roles
◻ Always considers all views and helps team ◻ Usually considers all views and helps team to ◻ Often sides with friends instead of to group members
Cooperation 25% to reach fair decision reach fair decision considering all views ◻ Acts as cliques or individuals
◻ Never argues with teammates ◻ Rarely argues ◻ Sometimes argues rather than group
◻ Group tries to solve its problems by itself ◻ Group seldom solves its problems as a team and ◻ Group settles problems and gives up ◻ Arguments within group
without seeking outside help asks classmates or teacher for help easily ◻ Little attempt to solve problems;
gives up easily
◻ Takes initiative in helping the group get ◻ Works agreeably with partner(s) concerning ◻ Can be coaxed into meeting with ◻ Did not meet partner(s) at
organized and setting times and places to organization and times and places to meet other partner(s) agreed times or places
meet ◻ Product is organized with an introduction, body, ◻ Somewhat organized ideas; not ◻ Lack of organization; choppy
◻ Product is extremely well organized with an and conclusion presented in sequence and confusing; format difficult
Organization 20% introduction, body, and conclusion ◻ Goals are established, but some are too general ◻ Goals not clearly defined to follow
◻ Has realistic, prioritized, and measurable ◻ Accomplished basic assignment ◻ Barely accomplishes the job ◻ No goals established
goals ◻ Does not accomplish
◻ Highly productive in accomplishing assignment
assignment
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◻ Collects and contributes accurate content ◻ Collects and contributes mostly accurate content ◻ Collects and contributes somewhat ◻ Collects and contributes
◻ Goes above and beyond to research ◻ At times, takes initiative to find extra information accurate content inaccurate content
information ◻ Shares information with the group ◻ Uses only materials provided ◻ Does not utilize resources
Research 20% ◻ Communicates and shares all information ◻ Usually does the assigned work; rarely needs ◻ Shares some information with the effectively
with the group reminding group ◻ Keeps information to self; does
◻ Always does the assigned work without ◻ Rarely does the assigned work; not share with group
having to be reminded often needs reminding ◻ Relies on others to do the work
◻ Provides many ideas for the assignment ◻ Participates in discussions about the assignment ◻ Listens to others; on some ◻ Seems bored with conversations
◻ Clearly communicates desires, ideas, ◻ Usually shares opinions and thoughts with other occasions, makes suggestions about the assignment
personal needs and feelings partner(s) ◻ Rarely expresses feelings or ◻ Never/almost never spoke up
◻ Listens and speaks a fair amount ◻ Listens, but sometimes talks too much or too little preferences ◻ Monopolized conversation; does
Member ◻ Each team member is treated with respect ◻ Often encourages and respects team members ◻ Usually does most of the talking, not allow others to speak
25% and is encouraged ◻ Hands in most assignments on time rarely allowing others to speak; or ◻ Does not respect or encourage
Responsibility
◻ Hands in all assignments on time seldom talks, allowing others to other members
dominate ◻ Does not hand in some/all
◻ Some members are not encouraged assignments
or respected
◻ Hands in most assignments late
◻ Presentation is clever and original ◻ Presentation is thoughtful ◻ Presentation is at times clearly ◻ Little creativity used; bland
◻ Engaging; captures interest of audience ◻ Presentation is well done; interesting to audience presented ◻ Presentation is hard to follow;
◻ Appropriate variety of visual aids ◻ Some use of visual aids ◻ Presentation is at times interesting poorly organized
◻ Visual aids add to or clarify presentation ◻ Visual aids somewhat add to or clarify to audience ◻ No use of visual aids
◻ Each presenter speaks clearly and loudly; presentation ◻ Limited use of visual aids ◻ Presenter cannot be heard; no
Presentation 10% good eye contact; appropriate body language ◻ Most of the time, presenter speaks clearly and ◻ Visual aids do not clarify or add the eye contact; poor body language
◻ Members contribute equally to the loudly; some eye contact; some use of appropriate presentation ◻ Some members did not
presentation body language ◻ Presenter is hard to hear; little eye contribute to the presentation
◻ Most of the members contributed equally to the contact; poor body language
presentation ◻ Some members did not contribute
equally to the presentation
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RUBRIC FOR PROBLEMS SOLVING TEST/QUIZ

(points per item or problem)

Criteria 10 points 8 points 6 points 4 points 2 points

Understands the problem

The student completely The student understood the The student somehow understood The student didn’t understand the
The student showed no effort on
understood the problem and problem but had not clearly the problem but had not identified problem; and did not identify
understanding the problem and
clearly identified what is/are identified what is/are required of what is/are required of him/her to what is/are required of him/her to
did not know what to do or
required of him/her to do. him/her to do. do. do.
required of him/her to do.

Use information appropriately The student clearly identified the The student identified the given The student did not clearly The student had not identified the The student had identified some
given and the unknown/s but had not clearly known the identify the given and the given and the unknown/s given and but did not knew what
unknown/s unknown/s is/are the unknown/s or required.

Applies appropriate procedure, The student used correct The student used correct The student used conflicting The student used incorrect The student did not use any
equation/s and formula/s principles, and equation/formula. principles but have some error in principles and equation/formula. principles, and incorrect equation/formula and principle/s.
the equation/formula used. equation/formula.

Use correct strategies, The student showed all required The student showed some The student showed incomplete The student showed some The student showed no solution/s.
representations, and connects or work/steps to provide correct work/steps to provide a solution work/steps; important step/s work/steps and did not provide
applies correct equation in solution with no mathematical with no mathematical error/s. was/were missing to provide correct solution.
obtaining correct solution. error/s. correct solution; some
mathematical error/s.
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Answer the problem and arrives The student arrived with correct The student arrived with correct The student arrived with correct The student arrived with incorrect The student had not written any
at the correct answer. numerical answer/s, unit/s and numerical answer/s, unit/s but did numerical answer/s, but wrong or numerical answer/s, unit/s and answer.
box its final answer box its final answer no unit/s at all; and did not box its did box its final answer
final answer