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= Computer Architecture =
−
= Business Development, Sales and Marketing in IT Industry =
  
−
* '''Course name''': Business Development, Sales and Marketing in IT Industry
 +
* '''Course name''': Computer Architecture
−
* '''Code discipline''': S22
 +
* '''Code discipline''': XXX
−
* '''Subject area''': all around marketing and sales in IT industry.
 +
* '''Subject area''':
   
 
== Short Description ==
  
== Short Description ==
  +
This course covers the following concepts: The fundamental principles for modern computer systems; Computer instructions, their representation, and execution; Computer arithmetics.
−
This course contains two important for successful company parts: marketing and sales.
  
−
These are the parts that are linked with each other - it is very difficult to sell without marketing support and it is very difficult to achieve results with marketing efforts only.
  
−
Marketing part, starting from defining things like developing marketing strategy for the companies, finally offers practical tools of digital marketing. We will explore new digital reality and its impact on IT business. We will learn success stories of real businesses and how companies are adapting to the new changing landscape.
  
−
The second part of the course covers important things for every company's success – the sales process. Understand how to attract customers in negotiations, how to “get to yes” getting great deals, how to control the sales funnel – you will get the understanding how it works and try it in practice.
  
   
 
== Prerequisites ==
  
== Prerequisites ==
   
 
=== Prerequisite subjects ===
  
=== Prerequisite subjects ===
  +
−
* HSS310
  
   
 
=== Prerequisite topics ===
  
=== Prerequisite topics ===
  +
−
* Basic IT industry knowledge
  
−
* Basic marketing knowledge
  
   
 
== Course Topics ==
  
== Course Topics ==
Line 26: Line 22:
 
! Section !! Topics within the section
  
! Section !! Topics within the section
 
|-
  
|-
  +
| Introduction to the Fundamental Concepts of Computer Architecture ||
−
| Marketing Strategy ||
 
  +
# Key Components of a Computer System
−
# Types of markets
  
  +
# Fundamental Ideas of Computer Architecture
−
# Product-centric marketing
  
  +
# Translation Hierarchy of a High-Level Program into Machine Code
−
# Customer-centric marketing
  
  +
# Performance Metrics of a Computer System
−
# Developing Marketing Strategy
  
  +
|-
  +
| Computational Logic Implementation in a Computer System ||
  +
# Logic Gates and Boolean Algebra
  +
# Logic Circuits
  +
# Combinational and Sequential Logic
  +
# Number Systems
  +
# The Basics of Verilog Hardware Description Language (HDL) Programming
  +
|-
  +
| Instruction Representation and Execution in a Computer System ||
  +
# Instruction Set Architecture (ISA)
  +
# The Overview of MIPS ISA
  +
# Types of MIPS Instructions and Their Representation in a Binary Format
  +
# Sample MIPS Assembly Programs
 
|-
  
|-
−
| Marketing tools ||
+
| Computer Arithmetics ||
  +
# Basic Arithmetic Operations (Bitwise, Shifts, Multiplication, Division, and Others)
−
# Brand&Presentation
  
  +
# Overflow and Underflow Problems for Arithmetic Operations
−
# Analytics
  
  +
# Arithmetic Operations with Floation Point Numbers
−
# Content
  
  +
# Problems Related to Precision and Conversion for Floating Point Numbers
−
# SMM
  
−
# Context advertising
  
−
# E-mail marketing
  
 
|-
  
|-
−
| Sales ||
+
| Processor Architecture ||
  +
# Key Components of a Processor: Control and Arithmetic Logic Unit, Registers
−
# CRM systems
  
  +
# Processor Datapath and Control Signals
−
# B2B
  
  +
# The Notion of a Pipelined Execution, Pipeline Hazards, and Their Solutions
−
# B2C
  
  +
# A Simple and Pipelined Implementation Schemes of a Processor
−
# Negotiations
  
 
|-
  
|-
  +
| Advanced Topics ||
−
| Final Project Presentation ||
 
  +
# Computer Security and Vulnerabilities
−
# Presentation of marketing&sales strategy and tactics for startup
  
  +
# Graphics Processing Unit (GPU) and General-Purpose GPU Programming
  +
# Modern Approaches for Memory Hierarchy Design
 
|}
 
|}
 
== Intended Learning Outcomes (ILOs) ==
  
== Intended Learning Outcomes (ILOs) ==
   
 
=== What is the main purpose of this course? ===
  
=== What is the main purpose of this course? ===
  +
The course covers the fundamental principles of computer systems design. We first overview the key hardware components of a modern computer system, available performance metrics, and the general principles of computer architecture. We then discuss the representation and execution of computer instructions, instruction set architecture, the translation hierarchy of a high-level program into machine code. We also cover the elements of computer arithmetics, logic circuits, including combinational and sequential logic circuits. These theoretical principles are illustrated by using MIPS instruction set architecture, FPGA, and Verilog HDL programming language during the labs. We then study in details simple and pipelined implementation schemes of a processor, the idea of a pipelined execution, related hazards and their solutions. We complete the course by introducing several advanced topics, including computer security and vulnerabilities, GPU programming, and modern principles for memory hierarchy design.
−
This course aims to give students the skills of developing a winning marketing strategy for a startup, as well as the skills to implement marketing strategy using real digital-marketing tools and sales tactics for a startup product.
  
   
 
=== ILOs defined at three levels ===
  
=== ILOs defined at three levels ===
Line 58: Line 67:
 
==== Level 1: What concepts should a student know/remember/explain? ====
  
==== Level 1: What concepts should a student know/remember/explain? ====
 
By the end of the course, the students should be able to ...
  
By the end of the course, the students should be able to ...
  +
* Key components of a modern computer system
−
* Develop naming, presentation, and product offer
  
  +
* Available performance metrics for computer systems
−
* Use digital marketing tools
  
  +
* Computer arithmetics operations, including floating point numbers
−
* Use CRM
  
  +
* Number systems and conversion between them
−
* Sell its product
  
  +
* Representation formats for computer instructions
   
 
==== Level 2: What basic practical skills should a student be able to perform? ====
  
==== Level 2: What basic practical skills should a student be able to perform? ====
 
By the end of the course, the students should be able to ...
  
By the end of the course, the students should be able to ...
  +
* Fundamental principles of computer architecture (Moore’s law, memory hierarchy, multiprocessing, speculative execution, and others)
−
* Skills of market type identification
  
  +
* The design scheme of a modern processor
−
* Skills in developing naming, presentations, product offerings
  
  +
* The interaction principles between software and hardware
−
* Skills of context advertising
  
  +
* Program representation and execution by a computer system
−
* Skills of SMM doing
  
−
* Skills of content marketing
  
−
* Skills of e-mail marketing
  
   
 
==== Level 3: What complex comprehensive skills should a student be able to apply in real-life scenarios? ====
  
==== Level 3: What complex comprehensive skills should a student be able to apply in real-life scenarios? ====
 
By the end of the course, the students should be able to ...
  
By the end of the course, the students should be able to ...
  +
* The design skills of logic circuits by using Verilog HDL programming language
−
* Skills for valuation the market environment
  
  +
* FPGA programming by using Quartus Prime software
−
* Skills how to find the right addressable market for its product
  
  +
* MIPS assembly programming (including MARS simulator)
−
* Skills of web analytics
  
−
* Skills of CRM using
  
−
* Sales skills to various types of clients
 
 
== Grading ==
  
== Grading ==
   
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! Grade !! Range !! Description of performance
  
! Grade !! Range !! Description of performance
 
|-
  
|-
−
| A. Excellent || 90-100 || Pass
 +
| A. Excellent || 90-100 || -
 
|-
  
|-
−
| B. Good || 75-89 || Pass
 +
| B. Good || 70-89 || -
 
|-
  
|-
−
| C. Satisfactory || 60-74 || Pass
 +
| C. Satisfactory || 60-69 || -
 
|-
  
|-
−
| D. Fail || 0-59 || Fail
 +
| D. Poor || 0-59 || -
 
|}
  
|}
   
Line 102: Line 108:
 
! Activity Type !! Percentage of the overall course grade
  
! Activity Type !! Percentage of the overall course grade
 
|-
  
|-
−
| Seminar classes || 40
 +
| Labs/seminar classes || 20
 
|-
  
|-
−
| Interim performance assessment on the results of lecture assignments and its presentations || 30
 +
| Interim performance assessment || 40
 
|-
  
|-
−
| Final presentation || 30
 +
| Exams || 40
 
|}
  
|}
   
 
=== Recommendations for students on how to succeed in the course ===
  
=== Recommendations for students on how to succeed in the course ===
  +
−
The student is recommended the following scheme of preparation for classes:<br>Marketing and sales are much more about hypothesis testing and math, than creativity. Therefore, it is so important for students to try the acquired knowledge in real practice, doing small tasks after each lecture.<br>Finally, we will try to assemble a working strategy for a startup from these tasks.<br>Moreover:<br>Participation is important. Showing up is the key to success in this course.<br>Reading the recommended literature is optional, and will give you a deeper understanding of the material.
  
   
 
== Resources, literature and reference materials ==
  
== Resources, literature and reference materials ==
   
 
=== Open access resources ===
  
=== Open access resources ===
  +
* Handouts supplied by the instructor
−
* Андрей Кравченко. Неидеальная стратегия для идеальной компании.
  
  +
* Online resources shared by instructor
−
* Peter Fader. Customer Centricity.
  
   
 
=== Closed access resources ===
  
=== Closed access resources ===
  +
−
* Viktor Pelevin. Empire V.
  
−
* W. Chan Kim, Renee Mauborgne. Blue Ocean Strategy.
  
−
* Eric ries. Lean startup.
  
−
* Simon Kingsnorth. Digital Marketing Strategy.
  
−
* Chet Holmes. The Ultimate Sales Machine.
  
   
 
=== Software and tools used within the course ===
  
=== Software and tools used within the course ===
  +
−
* Standard office tools for Tables, Text and Presentation
 
 
= Teaching Methodology: Methods, techniques, & activities =
  
= Teaching Methodology: Methods, techniques, & activities =
   
Line 133: Line 135:
 
|+ Teaching and Learning Methods within each section
  
|+ Teaching and Learning Methods within each section
 
|-
  
|-
−
! Teaching Techniques !! Section 1 !! Section 2 !! Section 3 !! Section 4
 +
! Teaching Techniques !! Section 1 !! Section 2 !! Section 3 !! Section 4 !! Section 5 !! Section 6
 
|-
  
|-
−
| Problem-based learning (students learn by solving open-ended problems without a strictly-defined solution) || 1 || 1 || 1 || 1
 +
| Development of individual parts of software product code || 1 || 1 || 1 || 1 || 1 || 1
 
|-
  
|-
−
| Project-based learning (students work on a project) || 1 || 1 || 1 || 1
 +
| Homework and group projects || 1 || 1 || 1 || 1 || 1 || 1
 
|-
  
|-
  +
| Midterm evaluation || 1 || 1 || 1 || 1 || 1 || 1
−
| Business game (learn by playing a game that incorporates the principles of the material covered within the course). || 1 || 1 || 1 || 1
  
 
|-
  
|-
−
| Task-based learning || 1 || 1 || 1 || 1
 +
| Testing (written or computer based) || 1 || 1 || 1 || 1 || 1 || 1
  +
|-
  +
| Oral polls || 1 || 1 || 1 || 1 || 1 || 1
  +
|-
  +
| Discussions || 1 || 1 || 1 || 1 || 1 || 1
 
|}
  
|}
 
{| class="wikitable"
  
{| class="wikitable"
 
|+ Activities within each section
  
|+ Activities within each section
 
|-
  
|-
−
! Learning Activities !! Section 1 !! Section 2 !! Section 3 !! Section 4
 +
! Learning Activities !! Section 1 !! Section 2 !! Section 3 !! Section 4 !! Section 5 !! Section 6
−
|-
  
−
| after lecture assignments || 0 || 1 || 0 || 0
  
 
|-
  
|-
−
| in-class exercise || 0 || 1 || 0 || 0
 +
| Question || 0 || 1 || 0 || 0 || 0 || 0
 
|}
 
|}
 
== Formative Assessment and Course Activities ==
  
== Formative Assessment and Course Activities ==
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! Activity Type !! Content !! Is Graded?
  
! Activity Type !! Content !! Is Graded?
 
|-
  
|-
  +
| Question || Do you agree that main memory (RAM) is a non-volatile memory? || 1
−
| after lecture assignments || Define target audience and describe type of market for your product. || 1
  
 
|-
  
|-
  +
| Question || There are several types of memory available for computers, such as CPU cache, main memory (RAM), SSD, etc. What are the key differences between them? || 1
−
| after lecture assignments || Make 3 cusdev with potential/existing customers of your product. || 1
  
 
|-
  
|-
  +
| Question || What is the key principle behind the Von Neumann Architecture? || 1
−
| after lecture assignments || Develop your marketing strategy and present it in-class. || 1
  
  +
|-
  +
| Question || Specify a correct order for tools used during high-level program translation and execution: Compiler, Assebler, Linker, Loader; || 1
  +
|-
  +
| Question || Let a program run on a computer comprised of one processor only. Let us now increase the number of processors up to m>1, so that multiple instructions of that program can be executed in parallel. Assume that all processor speeds are the same. Do you agree that a program can never execute slower on m processors, as compared to the case of one processor? || 1
  +
|-
  +
| Question || Demonstration and description of key elements of an FPGA board (memory unit, PCI slot, clock generator, etc.); || 0
  +
|-
  +
| Question || Description of specific features of FPGA as compared to other integrated circuit devices; || 0
  +
|-
  +
| Question || Writing basic code for FPGA board; || 0
  +
|-
  +
| Question || Configuration and usage of the basic functionality in Quartus Prime software || 0
 
|}
 
|}
 
==== Section 2 ====
  
==== Section 2 ====
Line 174: Line 190:
 
! Activity Type !! Content !! Is Graded?
  
! Activity Type !! Content !! Is Graded?
 
|-
  
|-
  +
| Question || Convert decimal number 123 into base-5 format; || 1
−
| after lecture assignments || Write a marketing article about your product or technology in the informational style manner. || 1
  
 
|-
  
|-
  +
| Question || Do you agree that a S/R latch and a D flip-flop have different storage capacities? || 1
−
| after lecture assignments || Create a landing page for your product and connect it to Yandex Metrica or Google Analytics. || 1
  
 
|-
  
|-
  +
| Question || Choose the key differences between SRAM and DRAM memory types: cost, power consumption, volatility, access speed, storage capacity, etc.; || 1
−
| after lecture assignments || Create a semantic core for your product and determine the current positions on your landing page. Determine key marketing metrics, including conversion rate, on your landing page. || 1
  
  +
|-
  +
| Question || Do you agree that one of the key differences between sequential and combinational logic circuits is the presence of memory elements? || 1
  +
|-
  +
| Question || Questions regarding the basic logic gates; || 0
  +
|-
  +
| Question || Assignments to design simple logic circuits with 2-3 logic gates on a white board; || 0
  +
|-
  +
| Question || Programming assignments in Quartus Prime software, to design and compile simple logic circuits; || 0
  +
|-
  +
| Question || Programming an FPGA board by using Verilog HDL in Quartus Prime environment, such as turning on or off leds based on a switch position; || 0
  +
|-
  +
| Question || Questions regarding the difference between combinational and sequential logic circuits; || 0
 
|}
 
|}
 
==== Section 3 ====
  
==== Section 3 ====
Line 186: Line 214:
 
! Activity Type !! Content !! Is Graded?
  
! Activity Type !! Content !! Is Graded?
 
|-
  
|-
  +
| Question || How many bits are in one MIPS word? || 1
−
| after lecture assignments || Create the sales funnel of your product and present it in-class. || 1
  
 
|-
  
|-
  +
| Question || Which MIPS directive would you use to create a string data? || 1
−
| after lecture assignments || Create the budget for your marketing and sales activities and approve it with management. || 1
  
 
|-
  
|-
  +
| Question || For MIPS instruction set architecture (ISA), each register is reserved for a specific purpose. Describe the purpose of registers listed below: <math>{\displaystyle v0,}</math> s0-<math>{\displaystyle s7,}</math> t0-$t7; || 1
−
| in-class exercise || “Sell me the pen” exercise. || 1
  
  +
|-
  +
| Question || In MARS simulator for MIPS programming, all register values, that are displayed in the register viewer, start with prefix "0x". What is the meaning of this prefix? || 1
  +
|-
  +
| Question || Print a "Hello, World!" message in a console; || 0
  +
|-
  +
| Question || Computation of a simple arithmetic expression for integer parameters; || 0
  +
|-
  +
| Question || Computation of the first 10 Fibonacci numbers; || 0
  +
|-
  +
| Question || Implementation of more advanced program structures, such as conditional loops || 0
 
|}
 
|}
 
==== Section 4 ====
  
==== Section 4 ====
  +
{| class="wikitable"
−  
  +
|+
  +
|-
  +
! Activity Type !! Content !! Is Graded?
  +
|-
  +
| Question || Assume that two MIPS registers, <math>{\displaystyle s0and}</math> s1, contain the following binary data: <math>{\displaystyle s0:00100000;}</math> s1: 01010101 (For simplicity, we assume 8-bit registers, rather that 32) What is the value of <math>{\displaystyle s1aftertheexecutionofthefollowinginstruction?:sll}</math> s1, $s0, 4 || 1
  +
|-
  +
| Question || What is a "register spilling" in the context of MIPS instruction set architecture? || 1
  +
|-
  +
| Question || Do you agree with the following statement? In some cases, MIPS logical shift operations, sll and srl, can be used as an efficient alternative to multiplication and division operations, mul and div. || 1
  +
|-
  +
| Question || Do you agree that overflow and underflow exceptions correspond to cases, when the result of an arithmetic operation surpasses and subceeds, respectively, the maximum and the minimum value for an appropriate data type returned by that arithmetic operation? || 1
  +
|-
  +
| Question || Division of two floating-point numbers; || 0
  +
|-
  +
| Question || Conversion of Fahrenheit into Celsius temperature, and vice versa; || 0
  +
|-
  +
| Question || Computation of a sphere surphase area; || 0
  +
|-
  +
| Question || Questions regarding the execution of arithmetic operations with interger and floating-point values || 0
  +
|}
  +
==== Section 5 ====
  +
{| class="wikitable"
  +
|+
  +
|-
  +
! Activity Type !! Content !! Is Graded?
  +
|-
  +
| Question || Do you agree that the key motivation for the CPU pipelining is to speed-up the execution of a program by exploring multiple CPU cores? || 1
  +
|-
  +
| Question || Which CPU block(s) is/are accessed during the execution of the following instruction? lw <math>{\displaystyle 1,5(}</math> 2) || 1
  +
|-
  +
| Question || What are 5 major stages of a pipelined instruction execution? || 1
  +
|-
  +
| Question || Do you agree that, for a processor with 5 pipelined stages, the number of concurrently executed instructions is up to 4? || 1
  +
|-
  +
| Question || There are several types of processors available, including single-cycle and multicycle.The major advantage of a single-cycle processor is the simplicity of its design. But what is its key drawback? || 1
  +
|-
  +
| Question || Design of a testbench in ModelSim for Quartus Prime programming environment; || 0
  +
|-
  +
| Question || The design of Half-Adder, Full-Adder, Ripple Carry Adder by using Verilog HDL in Quartus Prime || 0
  +
|-
  +
| Question || Testing the correctness of Verilog HDL design by using ModelSim || 0
  +
|}
  +
==== Section 6 ====
  +
{| class="wikitable"
  +
|+
  +
|-
  +
! Activity Type !! Content !! Is Graded?
  +
|-
  +
| Question || Cold boot attack explores vulnerabilities in a memory dump mechanism. What is a memory dump? || 1
  +
|-
  +
| Question || Below is a list of possible vulnerability attacks. Choose the one(s) that explore(s) vulnerabilities in a speculative execution of modern processors: Meltdown, Foreshadow, Cold boot attack, Spectre, No choice is correct; || 1
  +
|-
  +
| Question || Choose the most precise definition for a side-channel attack: An attack that explores vulnerabilities in the hardware implementation of a computer system, An attack that explores vulnerabilities in the software components of a computer system; || 1
  +
|-
  +
| Question || Do you agree that Meltdown and Spectre vulnerabilities both explore race conditions in existing memory circuits? || 1
  +
|-
  +
| Question || Programming assignment to implement Multiplexor using Verilog HDL in Quartus Prime; || 0
  +
|-
  +
| Question || Performance optimization of a Verilog HDL design; || 0
  +
|-
  +
| Question || The design of a simple Arithmetic-Logic Unit (ALU); || 0
  +
|-
  +
| Question || Revision questions || 0
  +
|}
 
=== Final assessment ===
  
=== Final assessment ===
 
'''Section 1'''
  
'''Section 1'''
  +
# Briefly describe the principles of Von Neumann architecture. Illustrate with a diagram.
−
# For the final assessment, students have to prepare a full project of marketing and sales promotion of their IT product and present it on the exam. The project should contain the next parts:
  
  +
# Describe the steps that transform a program written in a high-level language such as C into a representation that is directly executed by a computer processor. Illustrate with a diagram; provide a brief description for each step.
−
# The idea of your product/service.
  
  +
# Consider three different processors P1, P2, and P3 executing the same instruction set. P1 has a 3 GHz clock rate and a CPI of 1.5. P2 has a 2.5 GHz clock rate and a CPI of 1.0. P3 has a 4.0 GHz clock rate and has a CPI of 2.2. Answer the following questions: a) Which processor has the highest performance expressed in instructions per second? b) If the processors each execute a program in 10 seconds, find the number of cycles and the number of instructions. c) We are trying to reduce the execution time by 30% but this leads to an increase of 20% in the CPI. What clock rate should we have to get this time reduction?
−
# Define your market.
  
−
# Analise what type of market.
  
−
# Target segment, who should we talk to?
  
−
# What is your main message(s)?
  
−
# What should we do to achieve the addressable market?
  
−
# Brand promotion, knowledge, interest, coverage, sales etc.
  
−
# Media design.
  
−
# How should we say it? Creative strategy&content.
  
−
# Channel (media) strategy.
  
−
# How do we reach them? Evidence on a real case.
  
−
# Budget.
  
−
# Money for promotion.
  
−
# How to close deals. Evidence on a real case.
  
−
# Measurement.
  
−
# How we control the result. Evidence on a real case.
  
 
'''Section 2'''
  
'''Section 2'''
  +
# Prove that the AND and NOT logic gates can be implemented by using only the NOR logic gate.
−  
  +
# What are the S/R latch and D latch? Draw the respective logic circuits. Describe the differences between them.
  +
# Briefly describe the key difference(s) between combinational and sequential logic circuits.
  +
# Define what a multiplexor logic circuit is (with an arbitrary number of inputs). Provide a truth table for a 2-to-1 multiplexor. Provide a logic circuit implementing a 2-to-1 multiplexor, that uses AND, NOT, and OR logic gates. Describe a Verilog module implementing such a logic circuit of a 2-to-1 multiplexor.
 
'''Section 3'''
  
'''Section 3'''
  +
# Translate the following MIPS code to C (or pseudocode). Assume that variables f, g, h, and i are assigned to registers <math>{\displaystyle s0,}</math> s1, <math>{\displaystyle s2,and}</math> s3, respectively. Code to translate: sub <math>{\displaystyle t0,}</math> s1, <math>{\displaystyle s2;addi<math>t0,}</math> t0, 3; add <math>{\displaystyle s0,}</math> s3, </math>t0
−  
  +
# Assume that two MIPS registers, <math>{\displaystyle {\textstyle s0and}}</math> s1, contain the following binary data (for simplicity, we assume 8-bit registers, rather that 32): <math>{\displaystyle s0:00100000;}</math> s1: 01010101. What is the value of register <math>{\displaystyle s1aftertheexecutionofthefollowingMIPSinstruction?:sll}</math> s1, $s0, 4.
  +
# List and describe the purpose of general-purpose MIPS registers.
 
'''Section 4'''
  
'''Section 4'''
  +
# Briefly describe the overflow and underflow problems for arithmetic operations.
−  
  +
# Describe the difference between executing arithmetic operations with integers and floating-point values for a MIPS processor.
  +
# What is a precision problem for a floating-point operation?
  +
'''Section 5'''
  +
# What is a Program Counter (PC) register of a processor?
  +
# Describe the principle of a pipelined CPU execution. Provide a diagram illustrating the concept. Briefly describe the 5 key stages of a classical pipeline.
  +
# What are the key differences between Control Unit (CU) and Arithmetic Logic Unit (ALU) of a processor? Which purposes do they serve?
  +
# What is a CPU datapath?
  +
'''Section 6'''
  +
# What is an out-of-order execution? What hardware features of CPU implementation, in addition to an out-of-order execution, are exploited by Meltdown vulnerability? How serious is Meltdown vulnerability?
  +
# What is an instruction-level parallelism?
  +
# Describe the idea of a general-purpose GPU programming.
  +
# Briefly explain the working principles of a CPU cache.
  +
# Discuss advantages and drawbacks of a hierarchical memory model for computer systems.
   
 
=== The retake exam ===
  
=== The retake exam ===
 
'''Section 1'''
  
'''Section 1'''
  +
−
# .3 The retake exam.
  
−
# For the retake, students have to implement a product and follow the guidelines of the course. There has to be a meeting before the retake itself to plan and agree on the product ideas, and to answer questions.
  
 
'''Section 2'''
  
'''Section 2'''
   
Line 229: Line 334:
   
 
'''Section 4'''
  
'''Section 4'''
  +
  +
'''Section 5'''
  +
  +
'''Section 6'''

Revision as of 18:20, 11 August 2022

Computer Architecture

  • Course name: Computer Architecture
  • Code discipline: XXX
  • Subject area:

Short Description

This course covers the following concepts: The fundamental principles for modern computer systems; Computer instructions, their representation, and execution; Computer arithmetics.

Prerequisites

Prerequisite subjects

Prerequisite topics

Course Topics

Course Sections and Topics
Section Topics within the section
Introduction to the Fundamental Concepts of Computer Architecture
  1. Key Components of a Computer System
  2. Fundamental Ideas of Computer Architecture
  3. Translation Hierarchy of a High-Level Program into Machine Code
  4. Performance Metrics of a Computer System
Computational Logic Implementation in a Computer System
  1. Logic Gates and Boolean Algebra
  2. Logic Circuits
  3. Combinational and Sequential Logic
  4. Number Systems
  5. The Basics of Verilog Hardware Description Language (HDL) Programming
Instruction Representation and Execution in a Computer System
  1. Instruction Set Architecture (ISA)
  2. The Overview of MIPS ISA
  3. Types of MIPS Instructions and Their Representation in a Binary Format
  4. Sample MIPS Assembly Programs
Computer Arithmetics
  1. Basic Arithmetic Operations (Bitwise, Shifts, Multiplication, Division, and Others)
  2. Overflow and Underflow Problems for Arithmetic Operations
  3. Arithmetic Operations with Floation Point Numbers
  4. Problems Related to Precision and Conversion for Floating Point Numbers
Processor Architecture
  1. Key Components of a Processor: Control and Arithmetic Logic Unit, Registers
  2. Processor Datapath and Control Signals
  3. The Notion of a Pipelined Execution, Pipeline Hazards, and Their Solutions
  4. A Simple and Pipelined Implementation Schemes of a Processor
Advanced Topics
  1. Computer Security and Vulnerabilities
  2. Graphics Processing Unit (GPU) and General-Purpose GPU Programming
  3. Modern Approaches for Memory Hierarchy Design

Intended Learning Outcomes (ILOs)

What is the main purpose of this course?

The course covers the fundamental principles of computer systems design. We first overview the key hardware components of a modern computer system, available performance metrics, and the general principles of computer architecture. We then discuss the representation and execution of computer instructions, instruction set architecture, the translation hierarchy of a high-level program into machine code. We also cover the elements of computer arithmetics, logic circuits, including combinational and sequential logic circuits. These theoretical principles are illustrated by using MIPS instruction set architecture, FPGA, and Verilog HDL programming language during the labs. We then study in details simple and pipelined implementation schemes of a processor, the idea of a pipelined execution, related hazards and their solutions. We complete the course by introducing several advanced topics, including computer security and vulnerabilities, GPU programming, and modern principles for memory hierarchy design.

ILOs defined at three levels

Level 1: What concepts should a student know/remember/explain?

By the end of the course, the students should be able to ...

  • Key components of a modern computer system
  • Available performance metrics for computer systems
  • Computer arithmetics operations, including floating point numbers
  • Number systems and conversion between them
  • Representation formats for computer instructions

Level 2: What basic practical skills should a student be able to perform?

By the end of the course, the students should be able to ...

  • Fundamental principles of computer architecture (Moore’s law, memory hierarchy, multiprocessing, speculative execution, and others)
  • The design scheme of a modern processor
  • The interaction principles between software and hardware
  • Program representation and execution by a computer system

Level 3: What complex comprehensive skills should a student be able to apply in real-life scenarios?

By the end of the course, the students should be able to ...

  • The design skills of logic circuits by using Verilog HDL programming language
  • FPGA programming by using Quartus Prime software
  • MIPS assembly programming (including MARS simulator)

Grading

Course grading range

Grade Range Description of performance
A. Excellent 90-100 -
B. Good 70-89 -
C. Satisfactory 60-69 -
D. Poor 0-59 -

Course activities and grading breakdown

Activity Type Percentage of the overall course grade
Labs/seminar classes 20
Interim performance assessment 40
Exams 40

Recommendations for students on how to succeed in the course

Resources, literature and reference materials

Open access resources

  • Handouts supplied by the instructor
  • Online resources shared by instructor

Closed access resources

Software and tools used within the course

Teaching Methodology: Methods, techniques, & activities

Activities and Teaching Methods

Teaching and Learning Methods within each section
Teaching Techniques Section 1 Section 2 Section 3 Section 4 Section 5 Section 6
Development of individual parts of software product code 1 1 1 1 1 1
Homework and group projects 1 1 1 1 1 1
Midterm evaluation 1 1 1 1 1 1
Testing (written or computer based) 1 1 1 1 1 1
Oral polls 1 1 1 1 1 1
Discussions 1 1 1 1 1 1
Activities within each section
Learning Activities Section 1 Section 2 Section 3 Section 4 Section 5 Section 6
Question 0 1 0 0 0 0

Formative Assessment and Course Activities

Ongoing performance assessment

Section 1

Activity Type Content Is Graded?
Question Do you agree that main memory (RAM) is a non-volatile memory? 1
Question There are several types of memory available for computers, such as CPU cache, main memory (RAM), SSD, etc. What are the key differences between them? 1
Question What is the key principle behind the Von Neumann Architecture? 1
Question Specify a correct order for tools used during high-level program translation and execution: Compiler, Assebler, Linker, Loader; 1
Question Let a program run on a computer comprised of one processor only. Let us now increase the number of processors up to m>1, so that multiple instructions of that program can be executed in parallel. Assume that all processor speeds are the same. Do you agree that a program can never execute slower on m processors, as compared to the case of one processor? 1
Question Demonstration and description of key elements of an FPGA board (memory unit, PCI slot, clock generator, etc.); 0
Question Description of specific features of FPGA as compared to other integrated circuit devices; 0
Question Writing basic code for FPGA board; 0
Question Configuration and usage of the basic functionality in Quartus Prime software 0

Section 2

Activity Type Content Is Graded?
Question Convert decimal number 123 into base-5 format; 1
Question Do you agree that a S/R latch and a D flip-flop have different storage capacities? 1
Question Choose the key differences between SRAM and DRAM memory types: cost, power consumption, volatility, access speed, storage capacity, etc.; 1
Question Do you agree that one of the key differences between sequential and combinational logic circuits is the presence of memory elements? 1
Question Questions regarding the basic logic gates; 0
Question Assignments to design simple logic circuits with 2-3 logic gates on a white board; 0
Question Programming assignments in Quartus Prime software, to design and compile simple logic circuits; 0
Question Programming an FPGA board by using Verilog HDL in Quartus Prime environment, such as turning on or off leds based on a switch position; 0
Question Questions regarding the difference between combinational and sequential logic circuits; 0

Section 3

Activity Type Content Is Graded?
Question How many bits are in one MIPS word? 1
Question Which MIPS directive would you use to create a string data? 1
Question For MIPS instruction set architecture (ISA), each register is reserved for a specific purpose. Describe the purpose of registers listed below: s0- t0-$t7; 1
Question In MARS simulator for MIPS programming, all register values, that are displayed in the register viewer, start with prefix "0x". What is the meaning of this prefix? 1
Question Print a "Hello, World!" message in a console; 0
Question Computation of a simple arithmetic expression for integer parameters; 0
Question Computation of the first 10 Fibonacci numbers; 0
Question Implementation of more advanced program structures, such as conditional loops 0

Section 4

Activity Type Content Is Graded?
Question Assume that two MIPS registers, s1, contain the following binary data: s1: 01010101 (For simplicity, we assume 8-bit registers, rather that 32) What is the value of s1, $s0, 4 1
Question What is a "register spilling" in the context of MIPS instruction set architecture? 1
Question Do you agree with the following statement? In some cases, MIPS logical shift operations, sll and srl, can be used as an efficient alternative to multiplication and division operations, mul and div. 1
Question Do you agree that overflow and underflow exceptions correspond to cases, when the result of an arithmetic operation surpasses and subceeds, respectively, the maximum and the minimum value for an appropriate data type returned by that arithmetic operation? 1
Question Division of two floating-point numbers; 0
Question Conversion of Fahrenheit into Celsius temperature, and vice versa; 0
Question Computation of a sphere surphase area; 0
Question Questions regarding the execution of arithmetic operations with interger and floating-point values 0

Section 5

Activity Type Content Is Graded?
Question Do you agree that the key motivation for the CPU pipelining is to speed-up the execution of a program by exploring multiple CPU cores? 1
Question Which CPU block(s) is/are accessed during the execution of the following instruction? lw 2) 1
Question What are 5 major stages of a pipelined instruction execution? 1
Question Do you agree that, for a processor with 5 pipelined stages, the number of concurrently executed instructions is up to 4? 1
Question There are several types of processors available, including single-cycle and multicycle.The major advantage of a single-cycle processor is the simplicity of its design. But what is its key drawback? 1
Question Design of a testbench in ModelSim for Quartus Prime programming environment; 0
Question The design of Half-Adder, Full-Adder, Ripple Carry Adder by using Verilog HDL in Quartus Prime 0
Question Testing the correctness of Verilog HDL design by using ModelSim 0

Section 6

Activity Type Content Is Graded?
Question Cold boot attack explores vulnerabilities in a memory dump mechanism. What is a memory dump? 1
Question Below is a list of possible vulnerability attacks. Choose the one(s) that explore(s) vulnerabilities in a speculative execution of modern processors: Meltdown, Foreshadow, Cold boot attack, Spectre, No choice is correct; 1
Question Choose the most precise definition for a side-channel attack: An attack that explores vulnerabilities in the hardware implementation of a computer system, An attack that explores vulnerabilities in the software components of a computer system; 1
Question Do you agree that Meltdown and Spectre vulnerabilities both explore race conditions in existing memory circuits? 1
Question Programming assignment to implement Multiplexor using Verilog HDL in Quartus Prime; 0
Question Performance optimization of a Verilog HDL design; 0
Question The design of a simple Arithmetic-Logic Unit (ALU); 0
Question Revision questions 0

Final assessment

Section 1

  1. Briefly describe the principles of Von Neumann architecture. Illustrate with a diagram.
  2. Describe the steps that transform a program written in a high-level language such as C into a representation that is directly executed by a computer processor. Illustrate with a diagram; provide a brief description for each step.
  3. Consider three different processors P1, P2, and P3 executing the same instruction set. P1 has a 3 GHz clock rate and a CPI of 1.5. P2 has a 2.5 GHz clock rate and a CPI of 1.0. P3 has a 4.0 GHz clock rate and has a CPI of 2.2. Answer the following questions: a) Which processor has the highest performance expressed in instructions per second? b) If the processors each execute a program in 10 seconds, find the number of cycles and the number of instructions. c) We are trying to reduce the execution time by 30% but this leads to an increase of 20% in the CPI. What clock rate should we have to get this time reduction?

Section 2

  1. Prove that the AND and NOT logic gates can be implemented by using only the NOR logic gate.
  2. What are the S/R latch and D latch? Draw the respective logic circuits. Describe the differences between them.
  3. Briefly describe the key difference(s) between combinational and sequential logic circuits.
  4. Define what a multiplexor logic circuit is (with an arbitrary number of inputs). Provide a truth table for a 2-to-1 multiplexor. Provide a logic circuit implementing a 2-to-1 multiplexor, that uses AND, NOT, and OR logic gates. Describe a Verilog module implementing such a logic circuit of a 2-to-1 multiplexor.

Section 3

  1. Translate the following MIPS code to C (or pseudocode). Assume that variables f, g, h, and i are assigned to registers s1, s3, respectively. Code to translate: sub s1, t0, 3; add s3, </math>t0
  2. Assume that two MIPS registers, s1, contain the following binary data (for simplicity, we assume 8-bit registers, rather that 32): s1: 01010101. What is the value of register s1, $s0, 4.
  3. List and describe the purpose of general-purpose MIPS registers.

Section 4

  1. Briefly describe the overflow and underflow problems for arithmetic operations.
  2. Describe the difference between executing arithmetic operations with integers and floating-point values for a MIPS processor.
  3. What is a precision problem for a floating-point operation?

Section 5

  1. What is a Program Counter (PC) register of a processor?
  2. Describe the principle of a pipelined CPU execution. Provide a diagram illustrating the concept. Briefly describe the 5 key stages of a classical pipeline.
  3. What are the key differences between Control Unit (CU) and Arithmetic Logic Unit (ALU) of a processor? Which purposes do they serve?
  4. What is a CPU datapath?

Section 6

  1. What is an out-of-order execution? What hardware features of CPU implementation, in addition to an out-of-order execution, are exploited by Meltdown vulnerability? How serious is Meltdown vulnerability?
  2. What is an instruction-level parallelism?
  3. Describe the idea of a general-purpose GPU programming.
  4. Briefly explain the working principles of a CPU cache.
  5. Discuss advantages and drawbacks of a hierarchical memory model for computer systems.

The retake exam

Section 1

Section 2

Section 3

Section 4

Section 5

Section 6

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