SEIDENBERG SCHOOL OF COMPUTER SCIENCE AND INFORMATION SYSTEMS
DEPARTMENT:
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Computer
Science
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SUBJECT CODE/ COURSE TITLE: |
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CS232/Computer Organization |
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CLASS HOURS: |
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4 Hours per Week |
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CREDITS: |
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4 |
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PREREQUISTE: |
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CS 122 or IS 323 |
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TEXTBOOKS: |
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M. Mano, Computer
System Architecture, 3rd Edition, Prentice Hall, 1993. |
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REFERENCE: |
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Internet. Computer Magazines and Journals |
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SEMESTER: |
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Spring 2012 |
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Preparer: |
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Course
Description: This course provides basic knowledge of digital
computer organization and design at the machine and microprogramming levels
with the associated assembly language programming concepts. It highlights such
topics as the basic organization and architecture of a digital computer system
with emphasis on the central processing unit and memory.
PROFESSOR’S PROFILE
Professor:
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Office:
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Telephone: |
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212 346 1492 |
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Email: |
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Office Hours: |
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Wednesday: 9:00am-2:00pm |
COURSE PROFILE
EVALUATION
AND ASSESSMENT
Grading Policy
Final examination:
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30% (30%)
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In-class examinations (5 -- 30 minutes exams ) |
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24% (24%)
[best 4 of 5] |
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In-Class Quizzes Individual: Team: Team/class participation: Coordinator/Reporter/observer
(document): Journal: Class
Activity/Preparation & in class Performance |
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15% (15%)
7% (7%) [Lowest grade is dropped] 8% (8%) [Lowest grade is dropped] 16% (16%) 3% (3%) 10% (10%) (Due 2/8, 2/29, 4/4, & 4/30) 3% (3%) |
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Homework: |
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0% (0%)
(No late homework is accepted.) |
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Project/Report & Presentation: |
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15% (15%)
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Team members’ average performance (bonus): Above 87%: 76% -- 86%: 65% -- 75%: Below 65%: |
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0 – 10%
(0%) 10% 6% 3% 0% |
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Extra credit assignment (optional): Note: Only for students who are otherwise
fulfilling all of the other course requirements. It is not intended to be a
substitute for any of the regular class assignments. |
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10% (Due by week 12 and no later) |
Note 1: All exams are
cumulative; the journal grades are also cumulative.
Note 2: Non-team member
students are assigned grades based on the policy outlined within the parentheses.
Note 3: The final exam
will consist of two parts: one is common to
Final grade Determination
Above 92%
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A
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90% -- 92% |
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A- |
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87% -- 89% |
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B+ |
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83% -- 86% |
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B |
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80% -- 82% |
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B- |
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76% -- 79% |
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C+ |
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70% -- 75% |
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C |
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65% -- 69% |
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D+ |
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60% -- 64% |
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D |
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Below 60% |
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F |
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Note: Grade is
computed to the nearest whole number. |
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Program Outcome
An ability to design, implement and evaluate a computer-based systems,
process, component, or program to meet desired needs.
Learning Objectives and Outcomes
A student in the computer organization course will
achieve the following learning objectives by attaining the associated outcomes:
Objective #1
Students will acquire sound knowledge in the key
principles and practices used in the design and analysis of a digital computer
system.
Outcomes #1
1a. Demonstrate an understanding of the basic building
blocks of the functional units of a digital computer system.
1b. Use truth tables and algebraic expressions to describe
the functions of simple combinational circuits, design circuits from these
descriptions, design basic sequential circuits from truth tables, and analyze
related combinational and sequential circuits,
1c. Demonstrate the ability to explain the storage of
numeric and nonnumeric data, able to discuss the relative utility of
signed-magnitude and two’s complement representation of negative integers from
the point-of-view of a digital computing device.
1d. Explain the steps involve in the design of a basic
digital computer system.
Objective #2
Students will understand the differences among the
main types programming languages relative to their effect on a digital computer
processing speed; relationships between the types of programming languages from
a user perspective; and tradeoffs between hardware and software in digital
systems design and implementation; as well as develop the analytical skills
needed troubleshoot assembly language programs.
Outcomes #2
2a. Demonstrate through descriptions, discussions, and/or
illustrations an understanding of the purpose of an assembly language, its
programming objectives, and its relationship to machine language and high-level
languages.
2b. Understand and be able to explain the concepts of
assembly language directives, operators, macros, and program structure
2c. Demonstrate the ability to analyze assembly language
programs and to translate simple high-level language programs into
corresponding assembly language programs.
2d. Discuss the issues involved in hardware or software
implementation of an instruction in a digital computer instruction set.
2e. Understand and be able to distinguish between logical
and physical memory addresses and data storage.
2f. Demonstrate the ability to discuss, with appropriate
illustrations, the concepts of subroutine calls and interrupts at the assembly language
level.
Objective #3
Students will have a thorough knowledge of the main
functional units (bus system, memory unit, central processing unit, and
input/output) of the
Outcomes #3
3a. Demonstrate an understanding of a digital computer bus
system and its role in the transfer of information between the functional
units.
3b. Discuss the layout as well as logical and physical functions
of the central processing unit, memory unit, and input-output devices with the
aid of appropriate examples.
3c. Explain the interaction between the central processing
unit, memory unit, and input-output devices in the processing of information.
3d. Illustratively describe physical structure of disk
drives; encoding methods, formats, and formatting process for disks; and some
of the examples of hard disk interfaces.
Objective #4
Students will know the general ways used to improve
the performance of computing systems, understand the different levels at which
these performance improvements are made, and are able to identify the main
types of multiprocessor architectures.
Outcomes #4
4a. Explain basic instruction level parallelism using
pipelining and the major hazards that may occur.
4b. Discuss the concept of parallel processing beyond the
classical
4c. Describe alternative architectures such as SIMD, MIMD,
and VLIW.
4d. Explain the concept of interconnection networks and
characterize the different approaches used.
4e. Discuss memory management in multiprocessing systems
with emphasis on the issues involve.
Objective #5
Students will develop team-building, social, and
organizational skills that they can further develop in other classes and in
their professional careers.
Outcomes #5
5a. Demonstrate an ability to work effectively in teams.
5b. Demonstrate the ability to exercise effective oral and
written communication skills.
Tentative
Examination Schedule:
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Course Section |
In-class Exam Dates |
Project Submissions & Presentation |
Final Exam Date |
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CS 232/ |
2/13; 2/27; 3/19; 4/2; & 4/23/2012 |
April 18, 2012 |
May 7, 2012 |
Class
meeting Schedule
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Course Section |
Day, Time, and Location of Class Sessions |
First and Last Day of Class |
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CS 232/CRN: 20226 |
Monday: 2:30pm – Wednesday: |
First class: January 18, 2012 Last class: May 8, 2012 |
Note: SCSIS Student
Responsibilities is attached to this syllabus
Note 1: To facilitate
and promote learning, you are encouraged to download the lectures from
Blackboard and study them along with the material in the textbook. All lessons
will be posted on Blackboard within a week of the lesson being introduced. Use
the textbook to complement and perhaps, at times, expand and elucidate ideas
presented in the lecture notes. Note
that mere reading is not studying.
Note 2: Lessons will be
presented using the team-based learning strategy inclusive of many techniques
such as those highlighting active learning, inquiry-based lecture-discussion
and problem based learning, collaborative learning and problem-solving. There
will be many opportunities to practice
problem solving and the beginning of and throughout each lesson. The solutions
to the homework problems will be provided to you in class as a means to explain
the course concepts or through Blackboard postings. To get the most out of the course,
you are encouraged to follow and keep up with the reading assignments and
genuinely attempt each homework problem before coming to class. For those
problems you cannot solve, determine the nature of your difficulty and bring it
up in class or during office hours. The idea is to come to class prepared and willing
to learn as well as ready to ask questions about the course materials and
problems. You will be tested as individuals and as teams at the beginning of
each major phase of course content, which is about four or five. The mantra
of this course is learning, learning,
learning and more learning!
Note 3: In the interest
of learning, it is very important that
you foster an inquisitive mind – do all the required assignments. Failing to do
so may diminish your ability to get the most out of each lesson and the class. Studying is NOT mere reading of the
textbook and class notes and slides, it’s an intimate interaction between
you and the information provided to you in
the class notes and slides and the textbook; it requires that you be mindful of the information.
NOTE 4: LEARNING IS AN
ACTIVE PROCESS – IT IS MORE
Note 5: Learning is the central objective of this course; the teaching will be done to facilitate
learning.
Note 6: It is very
important you read and familiarize yourself with SCSIS Statement of Student Responsibilities (see Blackboard).
Note 7: You should devote at least 8 hours per week to prepare for the course – more may be
needed depending on your rate of sufficiently understanding the course content and
mastering it applications as well as being successful achieving your desired
grade.
Note 8: You are strongly encouraged to spend an appropriate length of time to
research, develop, and implement the project; during the development and
implementation process seek my help as needed to resolve any issue you may
encounter. Your project should reflect your personal thoughts and understanding
of the assignment and must be built on sound theory that is differentiable from
your personal thoughts.
TOPICS COVERED
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Weeks |
Topics
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Assignments
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1-4 |
Digital logic circuits (logic gates, Boolean algebra,
combinational circuits, and flip-flops); Digital components (decoders, multiplexers,
registers, counters tri-state switches, buses, and memory units); and Data
representation (data types, 2’s complement, fixed-point, and floating-point);
Boot sequence and POST; Master boot record and partitions; Directories and
file systems, and hiding information; Main issues disk drives units; Physical
construction of disk drives -- heads, tracks, and cylinders; Formation of
addressable elements; Encoding methods and formats for disks; Formatting
process; and Hard disk interfaces. |
Read: Chap. 1. Prob.: 1, 3-6, 7, 11, 14, 15, and 17. Read: Chap 2. Prob.: 3, 4, 8, 12, 16, and 19-23. Read: Chap. 3. Prob.: 1-5, 7-10, 13, 16-17, 20, and 23. |
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5-6 |
Register Transfer and Microoperations: register
transfer (language, and bus and memory); Microoperations (shift, logic, and
arithmetic); and Arithmetic logic shift unit (ALU). |
Read: Chap. 4. Prob.: 1-4, 6-9, 11, 18, 19, 21 and 23. |
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7-8 |
Basic computer Organization and Design: Instruction
codes; Timing and control; Instruction cycle; Computer instructions; Computer
registers; Instruction cycle; Memory reference instructions; Input/output and
interrupt; and Design of accumulator logic and basic computer |
Read: Chap. 5. Prob.:1-7, 9-10, 12, and 15-18 |
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8-9 |
Programming
the Basic Computer: Machine language; Assembly language; Assembler;
Program loops, subroutines, and Programming arithmetic and logic operations |
Read: Chap. 6. Prob. 1-7, 11-14, and 18 |
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10-13 |
Central Processing Unit (CPU): Register and stack
organization; Instruction formats; Addressing modes; Data transfer and
manipulation; Program control; and Comparison of CISC and RISC architectures. |
Read Chap.: 8. Prob.: 6-9, 11, and 13-16. |
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12 |
Project presentation and submission: projects
presented to class and submitted. |
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Optional |
Memory Organization: Memory hierarchy; Main memory;
Auxiliary memory; Associative memory; Cache memory, Virtual memory, and
Memory management. |
Read Chap. 12. Prob.: 1-8, 13, 15-20, 23, and 24. |
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Optional |
Pipeline and Multiprocessing: Implementations of
simple datapaths; Instruction pipelining; Introduction to instruction-level
parallelism; Superscalar architecture; Branch prediction; Prefetching;
Multithreading; Introduction to SIMD, MIMD, VLIW, and EPIC; Systolic
architecture; Interconnection networks (hypercube, shuffle-exchange, mesh,
and crossbar); Shared memory systems; Cache coherence; and Memory models and
memory consistency. |
Read Chap. 9 (sections 1, 2, 3, 4, 6, 7) and 13 (sections
1, 2, 4, 5) Prob.: 9/2, 3, 4, 7, 9 and 13/1, 3, 6, 8, 13, 14. |
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14 |
Final Examination. |
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Note 1: Each new
topic will begin with a quiz – this quiz will be done individually and as a
team. |
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Note 2: This course
is structured around purposely formed diverse small collaborative groups
designed to operate in a team-based learning environment. Students are
encouraged to work together in their respective groups to form effective and
productive teams where individuals share their learning experiences in
course, help each other with learning difficulties, spend time to get to know
each other, develop cultural awareness, diversity sensitivity, consensus
building skills, and spend time each week to discuss and help one another
with the course work (content and assignments). Each team member is
responsible for the completion and submission of each assignment. Team
members will be asked to sit in adjacent seats. Each team member will be
individually graded as well as graded as teams and by their team members. Exams
are either individual or team effort. All exams are closed book. |
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Team project: Students may
be put teams of two to five individuals who will participate in a product
development or research supported by a technical report. The project may involve
the use of a low level and/or high-level programming or algorithms. In the
project, students will satisfy a market niche and/or solve a technical
problem, and then demonstrate their knowledge, understanding, and
implications of the solution. Grade assignment to individual team members
will be based upon the member’s personal involvement with his or her team’s
project along but not limited to the following items: programming, codes
testing and correction, documentation, report writing, proofreading, and any
combination of the above. |
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Web support: This course
will be supported with most or all of the following Blackboard postings:
lesson questions, lessons (PowerPoint), instructions and guidelines
pertaining to the course, computer architecture and related news, team and
class discussions boards, email correspondence about the course, homework
solutions, examination grades, and miscellaneous course related activities
and information including computer organization related links to the
Internet, teamwork and team-building skills. |
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Supplementary materials: Handouts in
class or web postings of current events and issues affecting computer
architecture. |
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Business Model: Each team may
be viewed as a small business that is seeking creative and innovative ways to
maximize its product, academic outcome or average group grade. A satisfactory
product is the break-even team average grade of 78%. Teams getting average
grades above 78% are profitable enterprises. |
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In
class activity and participation: Students are recommended
to bring to class current newsworthy events in computer
organization/architecture and related news to share with the class. Students
will inform the class of the news events and their significance to
computing.
Since most learning takes place outside of the
classroom, teams are encouraged to function outside of the classroom. Team
activities will be reinforced inside of the class during the lessons. Student
teams are encouraged to function cohesively and to participate in all class
activities. Each team member must note that your friendliness
towards each other, the amount of activity each team member bring to bear
within and on behalf of the team, and the intensity of the team interaction
contribute to the team’s performance and the performance of team member. |
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Students are strongly encouraged to download the posted
lessons from Blackboard, review them, and should ask pertinent questions
about the material in these lessons. Every effort will be made to present each lesson
using the storytelling, problem solving, or problem based learning strategies
supported with subsequent discussion on the central points of the lesson. The key elements of a story are the following: casualty,
conflict, complication, and character. |
The following excerpts about collaborative learning
are from research documents:
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In the university
environment, educational success and
social adjustments 
depend primarily on
the availability and effectiveness of developmental academic support systems.
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Most organized learning occurs in some kind of group group characteristics
and group processes significantly contribute to success or failure in the
classroom and directly effect the quality and quantity of learning within the
group.
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Group work invariably produces tensions that are
normally absent, unnoticed, or suppressed in traditional classes. Students bring with them a variety of
personality types, cognitive styles, expectations about their own role in the
classroom and their relationship to the teacher, peers, and the subject matter
of the course.
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Collaborative
learning involves both management and decision-making skills to choose among
competing needs. The problems
encountered with collaboration have management, political, competence, and
ethical dimensions
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The two key underlying principles of the collaborative
pedagogy are that active student involvement is a more powerful learning tool
than the passive attendance and that students working in groups can make for more
effective learning than students acting alone. The
Favorable outcomes of collaborative learning include greater conceptual
understanding, a heightened ability to apply concepts, and improved
attendance. Moreover, students become responsible for their own
learning is likely to increase their skills for coping with ambiguity,
uncertainty, and continuous change, all of which are characteristics of
contemporary organizations.
Who creates a new activity in the face of risk and
uncertainty for the purpose of achieving success and growth by identifying
opportunities and putting together the required resources to benefit from them?
Creativity is the ability to develop new ideas and to discover new ways to of looking at
problems and opportunities.
Innovation is the ability to apply creative solutions to those
problems and opportunities to enhance or to enrich people’s lives