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Sequential circuit testing has been recognized as the most difficult problem in the area of fault detection. High-performance circuits with aggressive timing constraints are usually very susceptible to delay faults. We investigated the application of tests that are generated at functional level for detection of gate-level transition faults. Based on experimental results, we developed a framework of delay test generation for non-scan sequential circuits. The provided comparison with experimental results of other approaches demonstrates the effectiveness of proposed framework. Bibl. 13, tabl. 4 (in English; abstracts in English and Lithuanian).http://dx.doi.org/10.5755/j01.eee.109.3.173

The paper presents functional delay test generation approach for non-scan synchronous sequential circuits. The non-scan sequential circuit is represented as the iterative logic array model consisting of k copies of the combinational logic of the circuit. The value k defines the number of clock cycles. The software prototype model is used for the representation of the function of the circuit. The faults are considered on the inputs and on the outputs of the model only. The random input stimuli are generated and selected then according to the proposed approach. The experimental results demonstrate the superiority of the delay test stimuli generated at the functional level using the introduced approach against the transition test stimuli obtained at the gate level by deterministic test generator. The functional delay test generation approach especially is useful for the circuits, when the long test sequences are needed in order to detect transition faults.

The teaching system on software engineering in Kaunas University of Technology is investigated. This system lets students to experience the realistic software engineering problems and environments. In the development of an education system one has to take into account new challenges caused by Software Development Globalization. Organizing the software engineering process we implemented some key practices of repeatable level of Capability Maturity Model. Educational issues that showed up in performing Master study programmes are presented.

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