2016/17 Undergraduate Module Catalogue
COMP1212 Computer Processors
10 creditsClass Size: 165
Module manager: Dr Sam Wilson
Email: s.s.wilson@leeds.ac.uk
Taught: Semester 2 (Jan to Jun) View Timetable
Year running 2016/17
This module is not approved as a discovery module
Module summary
Effective programming depends on understanding not only how to give a machine instructions (the software), but also on how the machine carries out those instructions (the hardware). Modern hardware is built up in layers upon simple structures, and this module will introduce the student to how a computer chip actually computes, how data is represented in memory, and how simple electronic circuits are built up to provide complex logic.Objectives
On completion of this module, students should be able to:-Describe the basic building blocks of computers and their role in the historical development of computer
architecture.
-Design a simple logic circuit using the fundamental building blocks of logic design.
-Use tools for capture, synthesis, and simulation to evaluate a logic design.
-Design the basic building blocks of a computer: arithmetic-logic unit (gate-level), registers (gate-level),
central processing unit (register transfer-level), memory (register transfer-level).
-Use CAD tools for capture, synthesis, and simulation to evaluate simple building blocks (e.g., arithmetic
logic unit, registers, movement between registers) of a simple computer design.
-Identify the main types of memory technology (e.g., SRAM, DRAM, Flash, magnetic disk) and their relative
cost and performance.
-Show how fundamental high-level programming constructs are implemented at the machine-language
level.
Learning outcomes
On completion of the year/programme students should have provided evidence of being able to:
- demonstrate a familiarity with the basic concepts, information, practical competencies and techniques which are standard features of the discipline;
- be able to communicate the results of their work;
- be able to interpret and evaluate the underlying concepts and principles of the discipline;
- evaluate qualitative and/or quantitative data;
- appreciate their strengths and weaknesses as learners;
- demonstrate an awareness of professional and disciplinary boundaries;
- demonstrate computational thinking including its relevance to everyday life;
- operate computing equipment effectively, taking into account its logical and physical properties.
Syllabus
Digital vs. Analog/Discrete vs. Continuous Systems; Simple logic gates, logical expressions, Boolean logic simplification; Clocks, State, Sequencing; Combinational Logic, Sequential Logic, Registers, Memories; Computers and Network Protocols as examples of state machines
Computational Paradigms:
Basic building blocks and components of a computer (gates, flip-flops, registers, interconnections; Datapath + Control + Memory); Hardware as a computational paradigm: Fundamental logic building blocks; Logic expressions, minimization, sum of product forms; Basic concept of pipelining, overlapped processing stages; Basic concept of scaling: going faster vs. handling larger problems
Digital Logic and Digital Systems:
Overview and history of computer architecture; Combinational vs. sequential logic/Field programmable gate arrays as a fundamental combinational + sequential logic building block; Multiple representations/layers of interpretation (hardware is just another layer); Computer-aided design tools that process hardware and architectural representations; Register transfer notation/Hardware Description Language (Verilog/VHDL); Physical constraints (gate delays, fan-in, fan-out, energy/power)
Evaluation:
CPI (Cycles per Instruction) equation as tool for understanding tradeoffs in the design of instruction sets, processor pipelines, and memory system organizations. Amdahl’s Law: the part of the computation that cannot be sped up limits the effect of the parts that can.
Proximity:
Speed of light and computers (one foot per nanosecond vs. one GHz clocks). Latencies in computer systems: memory vs. disk latencies vs. across the network memory. Caches and the effects of spatial and temporal locality on performance in processors and systems. Caches and cache coherency in databases, operating systems, distributed systems, and computer architecture. Introduction into the processor memory hierarchy and the formula for average memory access time.
Teaching methods
| Delivery type | Number | Length hours | Student hours |
| Example Class | 5 | 1.00 | 5.00 |
| Laboratory | 5 | 1.00 | 5.00 |
| Class tests, exams and assessment | 1 | 2.00 | 2.00 |
| Lecture | 22 | 1.00 | 22.00 |
| Private study hours | 66.00 | ||
| Total Contact hours | 34.00 | ||
| Total hours (100hr per 10 credits) | 100.00 | ||
Opportunities for Formative Feedback
Coursework and labs.Methods of assessment
Coursework
| Assessment type | Notes | % of formal assessment |
| Problem Sheet | Problem Sheet 1 | 15.00 |
| Problem Sheet | Problem Sheet 2 | 15.00 |
| Total percentage (Assessment Coursework) | 30.00 | |
This module is re-assessed by exam only.
Exams
| Exam type | Exam duration | % of formal assessment |
| Open Book exam | 2 hr | 70.00 |
| Total percentage (Assessment Exams) | 70.00 | |
This module is re-assessed by exam only.
Reading list
There is no reading list for this moduleLast updated: 18/10/2016
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- Undergraduate module catalogue
- Taught Postgraduate module catalogue
- Undergraduate programme catalogue
- Taught Postgraduate programme catalogue
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