605.611.83 - Foundations of Computer Architecture

Course Structure

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

Course Topics

• RISC versus CISC Architectures and Computer Performance Metrics
• Internal Representation of Data and Instructions and the Operation of the ALU
• The Datapath and the Digital Logic Level
• ALU and Control Unit Implementation
• Multi-cycle and Micro-Programmed Implementations
• Instruction Pipelining
• Multiple Functional Units and Superscalar Operations
• The Memory System
• Cache Organization, the Memory Hierarchy and Virtual Memory
• Input / Output and Bus Systems
• Multi-processor and Multi-core Systems
• Other Architecture

Course Goals

This course builds upon the knowledge acquired in a typical computer organization course to provide a more in-depth understanding of the internal operation of the control unit, the execution units, memory management, and the I/O and bus systems, as well as multiprocessor and multi-core systems. Emphasis is placed on the more advanced features such as pipelining, cache memory organization and operation, superscalar and VLIW techniques. An examination of performance metrics will allow the student to better assess the effectiveness of the various performance enhancement techniques.

Course Learning Outcomes (CLOs)

• Distinguish between computer architecture, computer organization and implementation.
• Describe common computer performance metrics.
• Interpret the internal machine code representation of instructions.
• Generate the internal representation of numeric and non-numeric data.
• Contrast the computer representation of floating point data with the representation of integer data.
• Explain the operation of the control unit and the datapath.
• Compare the design philosophy used for complex instruction set computers (CISC) versus reduced instruction set computers (RISC).
• Describe the behavior of basic digital logic gates.
• Analyze the operation of simple digital devices such as adders, shifters, multiplexers, decoders and encoders and show how they can be implemented using basic logic gates.
• Identify the differences between sequential logic devices and combinational logic devices.
• Demonstrate the use of logic circuits in implementing the arithmetic logic unit, control unit and memory management unit.
• Characterize the operation of instruction pipelines and the impact of data dependencies and control hazards on pipeline throughput.
• Assess the impact of pipelining and superscalar operation on computer performance.
• Explain the implementation of virtual memory and cache memory systems.
• Analyze the operation of device controllers and device driver software in the management of input/output operations.
• Describe how RAID systems boost performance and allow the reconstruction of data in the event of disk failures.
• Contrast instruction-level parallelism with thread-level parallelism.
• Differentiate between multi-processor systems and multi-core systems in terms of design, operational and performance characteristics.
• Identify factors that limit the speedup provided by the use of multi-processors and multi-core systems.

Textbooks

Patterson. D.A. & Hennessy, J.L. (2014). Computer organization and design: The hardware/software interface (5th ed.). Waltham, MA: Morgan Kaufmann. ISBN-13: 978-0- 12-407726-3.

6th edition is ok, but 5th edition is fine (and available from used textbook places at low cost).

Textbook information for this course is available online through the appropriate bookstore website: For online courses, search the MBS website at http://ep.jhu.edu/bookstore.

Student Coursework Requirements

It is expected that your coursework will take approximately 4–7 hours per week to complete. Here is an approximate breakdown: reading the assigned sections of the texts (approximately 2–3 hours per week) as well as some outside reading, reviewing course content and example sets (approximately 1–2 hours per week), and completing problem sets (approximately 1–2 hours per week). Assignments and exams will be available 24 days prior to the due date (to allow students to work ahead)

This course will consist of three basic student requirements:

Problem Sets (40% of Final Grade Calculation)

Each student is required to complete all problem sets to earn a course grade. Problem Sets are evaluated and graded on a scale of 0 to 100. Problem Sets not submitted will receive 0 as the grade. Problem Sets submitted after 11:59 PM ET on the due date will incur a 20 point late penalty. Assignments more than one week late will not be accepted. Problem Sets will involve answering questions or solving problems based on specific concepts covered in each course module. Problem Sets should be submitted by uploading into the Canvas course site and will be accepted in Microsoft Word (97 or later) format or PDF. Up to 3 submissions may be made for each assignment by the due date. However only the latest submission will be graded.

Quantitative assignments are graded as follows:

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.

Class Discussions (20% of Course Grade Calculation)

Student participation in class discussions is imperative for a successful online class experience. All students are required to participate throughout the semester. Promoting interaction among students is a prime goal of the discussion forums. As shown in the table below, class participation will count toward the student’s final grade. Throughout the week, each student is required to submit postings to the assigned discussion thread. Each student is expected to make a substantive response to the initial discussion question and to at least two of your classmates’ responses (additional postings are preferred). Once you make your initial posting, you will be able to view and respond to postings made by others.

Discussion questions are not meant to have a right or wrong answer, but rather to provide you with an opportunity to express and justify your opinion or view on a topic and to demonstrate your grasp and understanding of the underlying concepts.

Your initial and follow-on response postings must be “significant”. Responses such as “nice posting” or simply “I agree” are not considered significant. Postings and responses can only be made prior to the close of each module (i.e., by the Monday following the opening of each module). These postings will count toward class participation and are graded according to the rubric shown below:

Discussion Forum Grading Rubric

The maximum score for each discussion forum is 10 points. Postings are graded based on relevance/understanding (up to 2 points for posts and up to 2 points for responses), cross-section or the degree of interaction (up to 2 points) and timeliness of initial post (up to 2 points) and of responses (up to 2 points). Initial postings must be made early enough to allow sufficient time for responses from other students. Each module starts on a Tuesday, so the 4th day of the module is on Friday. Each discussion forum is available on the Friday preceding the start of the module. Responses such as “nice post”, “I agree with your post” or “you make a good point” are not considered substantive. You make your initial posting before the postings of others will be visible to you. Discussion participation cannot be made up after the module ends.

Assessments (40% of Final Grade Calculation, combined from 20% for Midterm and 20% for Final)

A mid-term and a final exam will be given. Each will be graded on a scale of 0 to 100. Due dates appear in the course outline, as well as in the module containing each exam. Each exam will be made available 24 days prior to the due date and are downloaded and submitted in the same manner as are assignments.

Extensions
Students may request extensions for extenuating circumstances on any assignment besides the final exam.  The final exam has a hard deadline due to the registrar's grading deadline.  Deadlines can be extended at a maximum to the Friday after the original Tuesday due date.  Discussion posts cannot be extended.  The instructor may issue extensions for multiple weeks in extreme circumstances.  Extensions are at the sole discretion of the instructor and may be denied if they are abused.

Grading Policy

Student assignments are due according to the dates in the Course outline and Assignment items in the corresponding modules. We make every attempt to return grades within one week although this is sometimes not possible.

We generally do not directly grade spelling and grammar. Consistently poor performance in either spelling or grammar is taken as an indication of poor written communication ability that may detract from your grade.

A grade of A indicates achievement of consistent excellence and distinction throughout the course—that is, conspicuous excellence in all aspects of assignments and discussion in every week.

A grade of B indicates work that meets all course requirements on a level appropriate for graduate academic work. These criteria apply to both undergraduates and graduate students taking the course.

100–90 = A

89–80 = B

79–70 = C

69-60 = D

< 60 = F

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.