COA Course outline fall 2019 PDF

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Download COA Course outline fall 2019 PDF

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Computer Organisation and Architecteure-CPE343 Course Outline Course Instructor: Dr. Ghulam Mujtaba E-mail: [email protected] Office: Z-Block, Room 308 Course Catalog Description: This course is about the principles of computer design; instruction set design concepts, performance enhancements, new and alternative computer architectures, and the design and implementation of high performance computing systems. It equips you with the skills to undertake performance comparisons, improve the performance of applications, and develop applications to solve computationally intensive problems. The syllabus includes: Principles of computer design; Instruction set design concepts; Performance enhancements- advanced pipelining, dynamic scheduling, branch prediction, Memory hierarchy design- caches and virtual memory; Modern architectures: RISC, CISC; Thread-level parallelism; , Multi-core and Multi-CPU systems.

Textbook(s): 1) Computer Organization and Design: the Software / Hardware Interface, 5thEdition by David Patterson & John Hennessy

Reference Books 2) Computer Organization & Architecture by William Stallings

Course Learning Objective: Computer architecture is the science and art of selecting and interconnecting hardware components to create a computer that meets functional, performance, power, and cost goals. Generally, the capabilities you will acquire on completion of this course include: 1) Technical competence in computer architecture and high performance computing. 2) Ability to describe the operation of modern and high performance computers. 3) Ability to undertake performance comparison of modern and high performance computers.

Subject: Computer Architecture

Spring - 2018

4) Ability to improve the performance of applications on modern and high performance computers. 5) Development of software and hardware to solve computationally intensive problems. 6) Teamwork and leadership skills through assignments.

Course Learning Outcomes: After the completion of course the students will be capable of: 1) Describing the principles of computer design, ISAs and translate higher-level program to MIPS assembly code. [C-2, PLO-1] 2) Compare the performance of different architectures and how design tradeoff improves performance. [C-4, PLO-2] 3) Construct the data-path and control of single-cycle and Multi-cycle architecture, and performance enhancement by pipelining. [C-5, PLO-3] 4) Contrast the cache mapping techniques and design caches and virtual memory systems. [C-4, PLO-3] 5) Improve performance using parallel processing and multi-core systems at an introductory level. [C-4, PLO-4] Learning Outcomes Assessment Plan: Sr.# 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.

Course Learning Outcomes 1 2 1, 2 2 2 3 3 3,2,4 4 4 1, 2, 3, 4, 5

Subject: Computer Architecture

Assessment Assignment No. 1 Quiz No. 1 Sessional No. 1 Assignment No. 2 Quiz No. 2 Assignment No. 3 Quiz No. 3 Sessional No. 2 Assignment No. 4 Quiz No. 4 Terminal Examination

Spring - 2018

Course Learning Outcomes mapped to Standard Program Learning Outcomes: CLOs / PLOs 1 2 3 4 5

1

2

3

4

5

6

7

8

9

10

11

12

C2 C2 C5 C4 C5

Assessment Plan: Theory

Final marks

Quizzes (4) Homework assignments (4)

15% 10%

Two Sessional exams (in class, 60-80 minutes each,(10%+15%) Terminal exam (3 hours)

25%

Theory marks * 0.75 +Lab Marks *0.25

Subject: Computer Architecture

Total (theory)

50% 100%

Spring - 2018

Course Outline and Contents: Week 1

Introduction to computer architecture, Computer Abstractions, Understanding Software and Hardware interface. MIPS ISA

Week 2 Instruction set Architecture (ISA) Week 3 Week 4

Performance Comparison of Architectures

Week 5

Arithematic for Computers: Integers

Week 6 Arithematic : Floating Point Week 7

Datapath for ISA of MIPS Datapath and Control Path

Week 8 Week 9

Single Cycle implementation scheme and Multi-cycle implementation scheme

Week 10

Introduction to parallel processing, Pipelined implementation schemes

Week 11 Memory Hierarchy Design, SRAM, DRAM, Cache Memories, Types of caches Week 12 Virtual Memory Week 13

Week 14 15

Multi core and distributed systems Parallel and distributed computing

LABS CLOs/PLOs:

PROGRAM LEARNING OUTCOMES (PLOS)

PLO-1

PLO-2

PLO-3

PLO-4

PLO-5

PLO-6

PLO-7 PLO-8 PLO-9

PLO-10

PLO-11 PLO-12

Engineering Knowledge: An ability to apply knowledge of mathematics, science, engineering fundamentals, and an engineering specialization to the solution of complex engineering problems. Problem Analysis: An ability to identify, formulate, research literature, and analyze complex engineering problems reaching substantiated conclusions using first principles of mathematics, natural sciences, and engineering sciences. Design/Development of Solutions: An ability to design solutions for complex engineering problems and design systems, components or processes that meet specified needs with appropriate consideration for public health, safety, cultural, societal, and environmental considerations. Investigation: An ability to investigate complex engineering problems in a methodical way including literature survey, design and conduct of experiments, analysis and interpretation of experimental data, and synthesis of information to derive valid conclusions. Modern Tool Usage: An ability to create, select and apply appropriate techniques, resources, and modern engineering and IT tools, including prediction and modeling, to complex engineering activities, with an understanding of the limitations. The Engineer and Society: An ability to apply reasoning informed by contextual knowledge to assess societal, health, safety, legal and cultural issues, and the consequent responsibilities relevant to professional engineering practice and solution to complex engineering problems. Environment and Sustainability: An ability to understand the impact of professional engineering solutions in societal and environmental contexts and demonstrate knowledge of and need for sustainable development. Ethics: Apply ethical principles and commit to professional ethics and responsibilities and norms of engineering practice. Individual and Team Work: An ability to work effectively, as an individual or in a team, on multifaceted and /or multidisciplinary settings. Communication: An ability to communicate effectively, orally as well as in writing, on complex engineering activities with the engineering community and with society at large, such as being able to comprehend and write effective reports and design documentation, make effective presentations, and give and receive clear instructions. Project Management: An ability to demonstrate management skills and apply engineering principles to one’s own work, as a member and/or leader in a team, to manage projects in a multidisciplinary environment. Lifelong Learning: An ability to recognize importance of, and pursue lifelong learning in the broader context of innovation and technological developments LAB REPORT EVALUATION RUBRICS

Affective Level Rubrics Criteria

Poor

Good

Very Good

Excellent

PLOs

Engineering Practice Total CLO-1 points (Punctuality/body language)

Most of the times Seldom perform Did not perform norms perform norms of norms of electrical & Always perform norms of of electrical and electrical & electronic engineering electrical & electronic electronic engineering electronic practice during lab. engineering practice during practice during lab. Did engineering during Follow few of the lab lab. Follow all lab rules. not follow the lab rules. lab. Follow most of Always keen and ready to rules. Keen to Not keen to understand lab rules. Keen to understand and understand and attempt lab and attempt lab tasks. understand and attempt lab tasks. tasks. Regular in the lab. Absent from the lab. attempt lab tasks. Present in the lab. Regular in the lab.

PLO-8 (Ethics)

Total Points Earned = Lab Performance Grade

100

Psychomotor Level Rubrics

Simulation BasedCLO-13

Crite ria

Poor Fails to understand the logic. Unable to Simulate. Not able to run a simulation. Not even able to understand the task. There is no documentation/rep ort. Unable to explain simulation.

Good

Very Good

Excellent

PLO

Able to understand the task, but have few simulation errors. Most variables are clearly described with most relevant details. There is no documentation/report. Try to explain simulation.

Able to simulate correctly without any logic errors but displays irrelevant outputs. Can simulate by using eleventh logics. There is documentation/report. Can explain simulation.

Able to simulate correctly without any logic errors and displays required outputs. All variables and controls are clearly described with all relevant details. Report is highly organized with additional information.

PLO-3

Cognitive Level Rubrics

Notebook ReportingCLO-21

Criteria

Poor Student has not attempted to find information. Student has not attempted to use style or structure. The article is rife with spelling and glaring grammatical errors and is written in language inappropriate to a formal report structure.

Good

The student has selected some appropriate information to set context throughout the report. The student has used some language that's inappropriate for a formal report structure.

Very Good

Excellent

The student has The student has selected selected appropriate appropriate information, which information to set greatly enhances context the report. The throughout the student has used report. The language student has appropriate to a mostly used formal report language structure, which appropriate to a greatly enhances formal report the report. No structure. spelling mistakes.

PLOs

PLO-10

Total Analysis and Logical DevelopmentCLO-23 points

The relationship between the variables is not discussed. Unable to run/develop a program and contains critical syntax, logical, and runtime errors.

The relationship between the variables is discussed but no patterns, trends or predictions are made based on the data. Contains few syntax and runtime errors.

The relationship between the variables is discussed and trends/patterns logically analyzed. Predictions are made about what might happen if part of the lab were changed or how the experimental design could be changed.

The relationship between the variables is discussed and trends/patterns are logically analyzed. After analyzing a data can implement a programming task at run time.

Total Points Earned = Lab Performance Grade

PLO-3

100

MAPPING OF CLOs AND PLOs

PLO-8

A1

100%

PLO-4

P3

25%

PLO-3

C3

25%

PLO-10

C2

100%

CLO1

A1

CLO2 CLO 3

PLO7

PLO6

To accurately report to the instructor what has been learnt during the lab.

P3 C3

CLO4

C2

Weightage AFFECTIVE

COGNITIVE

PSYCHOMOTOR

PLO12

direction.properly.

PLO5

CLO s

To show serious attitude and behavior towards lab work

PLO4

CLOs\PLOs

%age

Independently perform the skill or produce the product, with accuracy, proportion, and exactness; at an expert level. Student selects, transfers, and uses data and principles to complete a problem or task with a minimum of

CLO-21 Notebook Reporting

PLO3

CLO6

CLO-23 Analysis and Logic Development

PLO2

CLO4

PLO1

CLO2

CLO-13 Simulation Based

Level

PLO11

CLO-1 Engineering Practice

PLOs

PLO10

CLO1

Course Learning Outcomes

PLO9

CLOs

PLO8

CLOs

30%

40%

30%

PLOs COVERAGE PLOs

1

2

COVERAGE

3

4

√

√

5

6

7

8 √

9

10

11

√

CLOs Assessment Mechanism

Criteria

Affective %

Psychomotor %

Cognitive %

Overall %

Lab Experiments

30

30

40

100

Sessional-1

30

30

40

100

Sessional-2

30

30

40

100

Final

30

30

40

100

Overall Grading Policy Lab Experiments

25%

Sessional-1

10%

Sessional-2

15%

Final

50%

12...