Course Description
Hardware and software components of computer systems, their organization and operations. Topics: comparative instruction set architectures, microprogramming, memory management, processor management, I/O, interrupts, and emulation of processors. Prerequisite: Grades of at least C- in CSC 261, CSC 330, and CSC 350, or permission of instructor.
Syllabus
Student Learning Outcomes, Goals, Objectives:
Students successfully completing this course will be able to:
- Understand computer instruction set architecture
- Explain how arithmetic computations are performed inside CPU
- Solid understanding of computer processor’s functionalities and hardware support
- Understand computer memory hierarchy in detail
- Differentiate the characteristics of various computer storage
- Understand how I/O devices and systems work
- Explain modern multi-core multi-processor systems.
- Work on some simple logic design
Course Grading Information:
| Activity/Performance Measure | CSC 461 | CSC 661/761 |
|---|---|---|
| Quizzes / Group Work | 20% | 10% |
| Midterm Exam | 20% | 20% |
| Final Exam | 30% | 30% |
| Assignments | 30% | 10% |
| Technical Report | N/A | 30% |
Grading Scale:
| Percentage | Letter Grade |
|---|---|
| 95% and above | A+ |
| 90-94% | A |
| 85-89% | A- |
| 80-84% | B+ |
| 75-79% | B |
| 70-74% | B- |
| 65-69% | C+ |
| 60-64% | C |
| 55-59% | C- |
| 50-54% | D+ |
| 45-49% | D |
| 40-45% | D- |
| Below 40% | F |
Attendance/Participation:
Students are expected to attend class regularly. It is the student’s responsibility to obtain the information that was presented during a class that was missed. Students should inform the instructor as far in advance as possible when conflicts or absences can be anticipated. (e.g., athletic team events, work, medical procedures, religious observances, etc.).
Course Materials Purchased by the Students:
Computer Organization and Design MIPS Edition, Patterson & Hennessy, 6th Edition, Morgan Kaufmann, 2020
Scholarly Perspectives
This course engages diverse scholarly perspectives to develop critical thinking, analysis, and debate and inclusion of a reading does not imply endorsement.