605.204.82 - Computer Organization

Expanded Course Description

This course examines the question: "How does a computer work?". It provides the student with an understanding of the hardware/software interface by studying the design and operation of the basic components of computer systems and gives hands-on experience in programming the machine at the assembly language level to expose its internal functionality. In addition, the student will obtain an understanding of the machine representation of programs and data as well as the influence of the underlying hardware system on the design of systems software such as assemblers, linker/loaders, compilers and operating system services. NOTE: Not for Graduate credit.

Course Structure

The course materials are divided into modules which can be accessed by clicking Modules on the course menu. A module will have several sections including the overview, content, readings, discussions, and assignments. You are encouraged to preview all sections of the module before starting. Most modules run for a period of seven (7) days from Monday to Sunday at midnight.  Exceptions are noted in the Course Outline. You should regularly check the Calendar and Announcements for assignment due dates.

Course Topics

Course Goals

At the conclusion of this course, with practical experience garnered from judicious homework and programming assignments, students will be able describe the layers that exist when running a program, including assembly language, machine code, and then how the machine code is instantiated onto a working computational machine. in taking a program from a high level language, such as C/C++ or Java, and explaining each of these layers students come to realize that a computer can be described mechanistically, that a computer is just a machine. Also by understanding these layers and what is happening at each layer students will be better able to understand how poorly defined boundary interfaces and misunderstanding about what happens at each layer results in bugs and security problems being introduced into programs.

Course Learning Outcomes (CLOs)

• Explain how computers operate at the machine level.
• Summarize internal computer system functionality and numeric representation.
• Explain the influence of the underlying hardware system on the design of systems software.
• Identify and describe in detail, the components of modern computer hardware and the way components are combined with the elements of system software to produce an efficient processing system.

Textbooks

Other Materials & Online Resources

Each student will need access to a  Raspberry Pi.  Any Raspberry Pi will work, but you should use Raspberry Pi OS.  A Raspberry Pi Zero W and SD-Card can be purchased for about $35.00.  The Raspberry Pi is a hobbyists computer, and so there are many resources to help you with getting it to work and maintaining it.

An account on an online server can be bought for about $20.00 for 3 months from https://www.mythic-beasts.com/.  

The professor has a Mythic Beast server.  If you cannot get access in any other way, you can ask for an account on that server.  Realize that it is a shared server, and response time could be a problem.  Also there will be a deduction of one homework assignment for the semester for any student who cannot bring up their own server in some manner.

Required Software

Student Coursework Requirements

It is expected that each module will take approximately 5–10 hours per week to complete. Here is an approximate breakdown: reading the assigned sections of the texts (approximately 1-2 hours per week) as well as some outside reading, listening to the audio annotated slide presentations (approximately 1-2 hours per week), and programming assignments and/or quizzes (approximately 3-6 hours per week).  

Final Grade Breakdown - 
1. Discussion 10%
2. Quizzes 25%
3. Assignments 40%
4. Final 25%

Grading Policy

Discussions (10% of Final Grade Calculation) 

Post your initial response to the discussion questions by 11:59PM EST of Day 4 (Thursday) for that module week. Posting a response to the discussion question is part one of your grade for module discussions (i.e., Timeliness). 

Part two of your grade for module discussion is your interaction (i.e., responding to classmate postings with thoughtful responses) with at least two classmates (i.e., Critical Thinking). Just posting your response to a discussion question is not sufficient; we want you to interact with your classmates. Be detailed in your postings and in your responses to your classmates' postings. Feel free to agree or disagree with your classmates. Please ensure that your postings are civil and constructive.  Your responsive posts are due by 11:59PM EST on Sunday night. 

Evaluation of preparation and participation is based on contribution to discussions. 

Preparation and participation are evaluated by the following grading elements: 

1. Timeliness (50%) 
2. Critical Thinking (50%) 

Preparation and participation is graded as follows: 

• 100–90 = A—Timeliness [regularly participates; all required postings; early in discussion; throughout the discussion]; Critical Thinking [rich in content; full of thoughts, insight, and analysis]. 
• 89–80 = B—Timeliness [frequently participates; all required postings; some not in time for others to read and respond]; Critical Thinking [substantial information; thought, insight, and analysis has taken place]. 
• 79–70 = C—Timeliness [infrequently participates; all required postings; most at the last minute without allowing for response time]; Critical Thinking [generally competent; information is thin and commonplace]. 

Programming Assignments (40% of Final Grade Calculation) 

In preparing your written assignments, please put the class assignment number and your name on each assignment, even though it will also be submitted electronically. The questions need not be repeated before answering. The purpose of the assignment is to give the students the opportunity to demonstrate and apply their understanding of the course concepts.  

All assignments are due according to the dates in the Calendar.  

Qualitative assignments are evaluated by the following grading elements:  

1. Each part of question is answered (10%)  
2. Writing quality and technical accuracy (65%) (Writing is expected to meet or exceed accepted graduate-level English and scholarship standards. That is, all assignments will be graded on grammar and style as well as content.) 
3. Rationale for answer is provided (15%)  
4. Citations are provided for all references used. (10%) 

Qualitative Assignments are graded as follows:  

100–90 = A—All parts of question are addressed; Writing Quality/ Rationale/ Examples/ Outside References [rich in content; full of thought, insight, and analysis].  

89–80 = B—All parts of the question are addressed; Writing Quality/ Rationale/ Examples/ Outside References [substantial information; thought, insight, and analysis has taken place].  

79–70=C—Majority of parts of the question are addressed; Writing Quality/ Rationale/ Examples/ Outside References [generally competent; information is thin and commonplace].  

<70=F—Some parts of the question are addressed;  

Quantitative assignments are evaluated by the following grading elements: 

1. Each part of question is answered (20%) 
2. Assumptions are clearly stated (10%) 
3. Intermediate derivations and calculations are provided (25%) 
4. Answer is technically correct and is clearly indicated (25%) 
5. Answer precision and units are appropriate (10%) 
6. Citations are provided for all references used. (10%) 

• 100–90 = A—All parts of question are addressed; All assumptions are clearly stated; All intermediate derivations and calculations are provided; Answer is technically correct and is clearly indicated; Answer precision and units are appropriate. 
• 89–80 = B—All parts of question are addressed; All assumptions are clearly stated; Some intermediate derivations and calculations are provided; Answer is technically correct and is indicated; Answer precision and units are appropriate. 

• 79–70=C—Most parts of question are addressed; Assumptions are partially stated; Few intermediate derivations and calculations are provided; Answer is not technically correct but is indicated; Answer precision and units are indicated but inappropriate. 
• <70=F—Some parts of the question are addressed; Assumptions are not stated; Intermediate derivations and calculations are not provided; The answer is incorrect or missing; The answer precision and units are inappropriate or missing. 

Please be sure to provide informal citations for any external resources you reference.  Missing citations are subject to a 10% deduction. 

Quizzes (25% of Final Grade Calculation)  

There are some weeks that have timed, graded quizzes as opposed to or in addition to an assignment.

Final Exam (25% of Final Grade Calculation)  

The final exam will be available in the last week. This is a timed exam, but there will be plenty of time allotted. Late submissions cannot be accepted due to the quick turnaround for the submission of final grades.  

Final Grading 

Assignments are due according to the dates posted in your Blackboard course site. You may check these due dates in the Course Calendar or the Assignments in the corresponding modules. 

We generally do not directly grade spelling and grammar. However, egregious violations of the rules of the English language will be noted without comment. Consistently poor performance in either spelling or grammar is taken as an indication of poor written communication ability that may detract from your grade. 

Course Policies

Late Assignment/Extension Policy 

All late work will incur a 10% deduction for each day late.  Late work is defined as any work submitted after the prescribed due date and time (all times are given in Eastern Standard Time). 

As a program for working professionals we will be as flexible as possible while trying to maintain fairness to all students.  In general, extensions will not be granted within 48 hours of the due date without supporting documentation.  We also request that you do your best to give me as much advanced notice as possible whether you’re taking a vacation, traveling for work, etc. so we can work out an extension, release assignments early so you can take them with you, or some other useful accommodation can be provided.  Extensions are difficult to grant after the due date passes so, again, please do your best to foresee any extensions to the extent possible.  All extensions are subject to instructor approval. 

Academic Policies

Deadlines for Adding, Dropping and Withdrawing from Courses

Students may add a course up to one week after the start of the term for that particular course. Students may drop courses according to the drop deadlines outlined in the EP academic calendar (https://ep.jhu.edu/student-services/academic-calendar/). Between the 6th week of the class and prior to the final withdrawal deadline, a student may withdraw from a course with a W on their academic record. A record of the course will remain on the academic record with a W appearing in the grade column to indicate that the student registered and withdrew from the course.

Academic Misconduct Policy

All students are required to read, know, and comply with the Johns Hopkins University Krieger School of Arts and Sciences (KSAS) / Whiting School of Engineering (WSE) Procedures for Handling Allegations of Misconduct by Full-Time and Part-Time Graduate Students.

This policy prohibits academic misconduct, including but not limited to the following: cheating or facilitating cheating; plagiarism; reuse of assignments; unauthorized collaboration; alteration of graded assignments; and unfair competition. Course materials (old assignments, texts, or examinations, etc.) should not be shared unless authorized by the course instructor. Any questions related to this policy should be directed to EP’s academic integrity officer at ep-academic-integrity@jhu.edu.

Students with Disabilities - Accommodations and Accessibility

Johns Hopkins University values diversity and inclusion. We are committed to providing welcoming, equitable, and accessible educational experiences for all students. Students with disabilities (including those with psychological conditions, medical conditions and temporary disabilities) can request accommodations for this course by providing an Accommodation Letter issued by Student Disability Services (SDS). Please request accommodations for this course as early as possible to provide time for effective communication and arrangements.

For further information or to start the process of requesting accommodations, please contact Student Disability Services at Engineering for Professionals, ep-disability-svcs@jhu.edu.

Student Conduct Code

The fundamental purpose of the JHU regulation of student conduct is to promote and to protect the health, safety, welfare, property, and rights of all members of the University community as well as to promote the orderly operation of the University and to safeguard its property and facilities. As members of the University community, students accept certain responsibilities which support the educational mission and create an environment in which all students are afforded the same opportunity to succeed academically. 

For a full description of the code please visit the following website: https://studentaffairs.jhu.edu/policies-guidelines/student-code/

Classroom Climate

JHU is committed to creating a classroom environment that values the diversity of experiences and perspectives that all students bring. Everyone has the right to be treated with dignity and respect. Fostering an inclusive climate is important. Research and experience show that students who interact with peers who are different from themselves learn new things and experience tangible educational outcomes. At no time in this learning process should someone be singled out or treated unequally on the basis of any seen or unseen part of their identity. 
 
If you have concerns in this course about harassment, discrimination, or any unequal treatment, or if you seek accommodations or resources, please reach out to the course instructor directly. Reporting will never impact your course grade. You may also share concerns with your program chair, the Assistant Dean for Diversity and Inclusion, or the Office of Institutional Equity. In handling reports, people will protect your privacy as much as possible, but faculty and staff are required to officially report information for some cases (e.g. sexual harassment).

Course Auditing

When a student enrolls in an EP course with “audit” status, the student must reach an understanding with the instructor as to what is required to earn the “audit.” If the student does not meet those expectations, the instructor must notify the EP Registration Team [EP-Registration@exchange.johnshopkins.edu] in order for the student to be retroactively dropped or withdrawn from the course (depending on when the "audit" was requested and in accordance with EP registration deadlines). All lecture content will remain accessible to auditing students, but access to all other course material is left to the discretion of the instructor.