CSC 376: Computer Organization
Credit hours: 4
Term and Year: Fall 2020 Delivery Mode: Fully Online Instructor: Mike Davis Office: University Hall 3027 Phone: 217 206 8219
Course Description
Office Hours: By Appointment Email: mdavi03s@uis.edu
This course is designed to obtain a working knowledge of the lower levels of abstraction of a computer system. Each level of abstraction in a computer system has a language. Learning the lower levels of abstraction is equivalent to learning new languages. The text, 4th edition of Computer Systems, offers a clear, detailed, step-by-step exposition of the central ideas in computer organization, assembly language, machine language, and computer architecture. A large part of the course is based on the virtual computer, Pep/8, which stands for Pepperdine 8. The author of the text, Stan Warford is a professor at Pepperdine and created this virtual computer many years ago. CSC 376 will cover chapters 1-6, parts of chapters 7, and 8, chapters 10-11, and parts of Chapter 12
Course Objectives
The objective of CSC 376, Computer Organization, is to study how a computer is organized, and implemented in terms of electronic devices. We will start with the higher levels of abstraction and work down through the implementations of major components of a modern computer system to the underlying logical components.
Upon completion of this course, students should be able to:
• Explain how the various data types are represented in binary form and how they can be used to provide reliability in data transmission and recording
• Perform binary arithmetic operations including addition, subtraction, multiplication, and division
• Identify the fundamental building blocks of computer circuits, understand the role and operation of the basic component modules, and describe how they can be combined to create the essential components necessary to build a functioning computer system
• Describe the organization and design of a basic digital computer
• Understand the underlying concepts of program execution, including the function and operation
of the CPU and the operation of the instruction cycle, and identify those architectural attributes
that have a direct impact on the logical execution of a program
• Differentiate among cache, primary, and secondary memory and explain how each functions
• Understand the various concepts of I/O, including bus architecture and storage methods, and
how these concepts relate to performance
• Describe basic computer network organization and architecture
• Describe the interaction between system software and the hardware architecture
Page 1
Learning Outcomes
The learning outcomes for Computer Organizations CSC 376 are:
• Translate a program from a high-order language to machine and assembly language.
• Convert data between high-level representation and binary
• Analyze and understand the von Neumann execution cycle •
• Analyze and design a combinational digital circuit
• Analyze and design a sequential digital circuit.
• Apply finite state machines analysis to sequential digital circuits.
Prerequisites
The prerequisites for CSC 376 are:
• CSC 275. Computer Programming Concepts II. 3 Hours.
• CSC 302. Discrete Structures. 4 Hours. (May be taken concurrently)
Course Expectations or Teaching Philosophy
Students will use the internet to access the Blackboard course site, (bb.uis.edu). The course has a modular structure, which is easily navigable. The course materials contain required readings, videos, weekly exercises assignments, homework assignments, discussion boards, quizzes and exams. Instructions and due dates for activities and assignments are clearly articulated so students know what is expected of them and can easily stay on track. Discussion boards are an integral part of the course and give students a forum to ask and answer other student questions about all aspects of the course. The course design is based on principles of collaborative learning and active participation.
By registering for this online course, students commit to self-motivated study, participation in online course activities, and the submission of all assignments on time. Furthermore, they commit to accessing the course Web site and checking email at least four times a week and to devoting at least as much time to this online course as to a comparable traditional class on campus. For example, for a four (4) credit hour course offered during a 16-week semester, students would have to commit a minimum of 12 hours per week on readings, class assignments, discussions, etc.
UIS Academic Integrity Policy
I support the UIS policy on Academic Integrity, which states, in part: “Academic integrity is at the heart of the university’s commitment to academic excellence. The UIS community strives to communicate and support clear standards of integrity, so that undergraduate and graduate students can internalize those standards and carry them forward in their personal and professional lives. Living a life with integrity prepares students to assume leadership roles in their communities as well as in their chosen profession. Alumni can be proud of their education and the larger society will benefit from the University’s contribution to the development of ethical leaders. Violations of academic integrity demean the violator, degrade the learning process, deflate the meaning of grades, discredit the accomplishments of past and present students, and tarnish the reputation of the university for all its members.” Academic sanctions range from a warning to expulsion from the university, depending on the severity of your violation and your history of violations. Whatever the sanction, I will file a report of academic dishonesty to the Office of the Provost.
You are responsible for the understanding and complying with the UIS Academic Integrity Policy. Academic dishonesty in an online learning environment may include the following scenarios.
• Having a tutor or friend complete a portion of your assignments
• Having a reviewer make extensive revisions to an assignment
• Copying work submitted by another student to a public class meeting
• Using information from online information services without proper citation
• Posting any work as your own that has been written by another author(s)
Page 2
Early AlertParticipation
This course participates in the Starfish Early Alert System, an early intervention system designed to enable academic success, student persistence, and graduation. When an instructor observes student behaviors or concerns that may impede academic success, the instructor may raise an alert flag that 1) notifies the student of the concern, 2) requests an individual contact to discuss the issue, and 3) in most cases, also refers the student to the academic advisor. If you receive an email notification of an early alert, it is your responsibility to contact the instructor as soon as possible to discuss the issue. The purpose of the contact is to determine the severity of the issue, accurately assess its potential impact on your academic success, and to plan actions to prevent negative consequences and enable academic success. For more information about the Early Alert system, contact your academic advisor.
Academic Accommodations
If you are a student with a documented temporary or ongoing disability in need of academic accommodations, please contact the Office of Disability Services at 217-206-6666.
Disabilities may include, but are not limited to: Psychological, Health, Learning, Sensory, Mobility, ADHD, TBI and Asperger’s syndrome. In some cases, accommodations are also available for shorter term disabling conditions such as severe medical situations. Accommodations are based upon underlying medical and cognitive conditions and may include but are not limited to: extended time for tests and quizzes, distraction free environment for tests and quizzes, a note taker, interpreter and FM devices. Students who have made a request for an academic accommodation that has been reviewed and approved by the ODS will receive an accommodation letter which should be provided by the student to the instructor as soon as possible, preferably the first week of class.
For assistance in seeking academic accommodations please contact the UIS Office of Disability Services (ODS) in the Human Resources Building, Room 80, phone number 217-206-6666.
Library Resources
Get help at your library! You can access library resources, databases, and helpful research guides from Brookens Library’s website at library.uis.edu.
For in-depth help, please contact one of our librarians directly via email or schedule a one-on-one research consultation conducted in-person, over the phone, or online.
Required Reading
Computer Systems 4th Edition
J. Stanley Warford
Jones & Bartlett, © 2010 ISBN: 978-0-7637-7144-7 Warning!! Do not buy the 5th edition
UIS Resources
University of Illinois at Springfield
Information Technology Services (ITS) (Canvas and other technology support for students) University Webmail
Blackboard
Page 3
The Learning Hub
Documentation Style Guides (from The Learning Hub) Brookens Library
The Career Development Center
Course Requirements
1. Use UIS email and Canvas for communicating with the instructor and peers.
2. Complete all assigned readings covered in the materials.
3. Access the course materials and complete assignments within the guidelines as established in the
course calendar.
4. Visit and contribute to the course website (Canvas) at least weekly.
5. Adhere to assignment deadlines, which are firm unless a student is given special permission by the
instructor. Late submissions are subject to partial or no credit.
6. Contact the instructor immediately if special circumstances cause interruption of course activities.
7. Keep backup copies of all of work.
8. Submit only original work. Any form of plagiarism is strictly prohibited, as required by University
policy. Violation of this rule will result in “no credit” for an assignment or “no credit” for the course and may result in dismissal from the program.
Course Communication
Please contact the instructor via email or the discussion board if you have questions at any time. Online chat sessions or telephone consultations can be arranged. Specific details about communication within our course follow.
Announcements
The Announcements, linked our course menu, serve as a way for me to make announcements within our online learning environment. Announcements may also email to student’s UIS email addresses.
Discussion Forum
The discussion forum is the heart of our online course. It is where you will submit many of your assignments, and where you will discuss your work with your classmates. All forums are visible to all members of the course. Therefore, whatever is posted can be seen by everyone in the course. If you want to send a private message, use email.
The most important component to successful online discussion is student participation, as if it were a discussion in the classroom. Student attendance – even virtual attendance – and participation in class discussions are important to the success of any class. Since this course is conducted online, active participation by all class members is essential for generating meaningful discussions related to course material.
Grading interaction and discussion can be difficult at times. Generally, there are no right or wrong answers as long as they are thoughtful, well-researched (supported), and relevant. Your entries should be substantive and relevant to the material in each assignment. Responses to
entries of fellow students that help clarify or synthesize other students’ ideas fulfill the requirements of the grading rubric, as they indicate that you have read and thought about what other students are saying. Disagreements with another student should be stated clearly, yet politely, in a manner that
Page 4
does not offend another person. When confronted with conflict, initiating an immediate resolution and apologies for personal contribution to the situation is required
Email
Students may also use email to communicate with the instructor and one another about matters they wish to be kept private. Please copy the instructor on all communications using email.
Telephone
The telephone is still sometimes the most effective mode for troubleshooting problems related to the course. The instructor’s phone number and other contact information are included in this document.
Netiquette
In any social interaction, certain rules of etiquette are expected and contribute to more enjoyable and productive communication. The following tips for interacting online in e-mail and/or Discussion Board messages are adapted from guidelines originally compiled by Chuq Von Rospach and Gene Spafford.
• Remember that the person receiving your message is someone like you, someone who deserves and appreciates courtesy and respect.
• Be brief; succinct, thoughtful messages have the greatest impact.
• Your messages reflect on YOU; take time to make sure that you are proud of their form and content.
• Use descriptive subject headings in e-mail messages.
• Think about your audience and the relevance of your messages.
• Be careful with humor and sarcasm; without the voice inflections and body language of face-to face
communication, Internet messages can be easily misinterpreted.
• When making follow-up comments, summarize the parts of the message to which you are
responding.
• Avoid repeating what has already been said; needless repetition is ineffective communication.
• Cite appropriate references whenever using someone else’s ideas, thoughts, or words.
Peer Feedback
This course is designed along the principles of synergy and collaborative learning. Therefore, it is important that all students understand how to provide quality feedback to their peers. Here are a few tips for providing, positive, constructive, and useful feedback to peers:
• Be empathetic and remember that this environment is a safe place for making mistakes.
• Use nonjudgmental language and phrases that do not attack an individual. One way of doing this is
to ask the individual to discuss his/her process for making the final decision he/she made.
• Use specific questions, examples, and research as a way of making your point.
• Make your feedback useful by providing suggestions that the individual can understand and use to
improve her/his work
Instructor Feedback
As your instructor, I am committed to providing a quality learning experience through thoughtful planning, implementation, and assessment of course activities. I am also committed to being readily available to students throughout the semester by returning e-mails and phone calls within 24 to 48 hours and to returning graded course work with feedback within 7 days of each assignment’s due date. Within our Discussion Board, it is the instructor’s job to initiate thoughtful, on-topic discussions, encourage student-to-student communication, and mediate when necessary. Therefore,
Page 5
it is not the instructor’s responsibility to respond to every post but encourage students to take ownership of the learning process by responding to each other.
Assignments
Final grade break down (Subject to Change)
Assignment/Category Points
Homework
300
Weekly Quizzes
150
Weekly Exercises
150
Discussion Board
50
Midterm Exam
200
Final Exam
300
Total Points
1150
Grading Scale
Percent Range
Letter Grade
100-93
A
92-90
A-
89-87
B+
86-83
B
82-80
B-
79-77
C+
76-73
C
72-70
C-
69-67
D+
66-63
D
62-60
D-
59 and below
F
Late Work
Professional adults often have more free time on weekends, and this has been taken that into consideration in organizing the course. However, students unable to complete an assignment by the scheduled deadline should notify the instructor prior to the assignment’s due date. Better yet, prepare the assignment early and post it. See the course calendar to get an overview of when assignments are due.
Late work, except for quizzes and tests which cannot be made up, will be accepted within 5 days of the due date.
A penalty will be applied for late submissions. Work submitted more than 5 days late will not be graded unless arrangements were made with the instructor prior to the original due date. If an emergency arises, please contact your instructor.
Incompletes
Incompletes generally will be given if a significant portion of the assignments has been completed, but not enough to qualify for a passing grade; incompletes are subject to approval by the instructor.
Page 6
UIS Fall Semester 2020
Important Dates
• August 24, 2020, Monday – Full-Term and First-Half Classes Begin
• October 17, 2020, Saturday– Mid-Point
• October 16, 2020 Friday – Fall Break
• October 19, 2020, Monday, – Last-Half Classes Begin
• Nov 26-27, 2020, Thursday-Friday – Thanksgiving Recess
• Dec 5, 2020, Saturday – Last Day of Classes
• Dec 7-12, 2020, Monday-Saturday – Finals Week
• Dec 12, 2020, Saturday – Semester Ends/Commencement
• Dec 16, 2020, Wednesday (Noon) – Final Grading Deadline
Semester Calendar by Weeks
Aug 24-thru Aug 30 Aug 31-thru-Sep 6 Sept 7- thru-Sep 13 Sep 14 thru Sep 20 Sep 21 thru Sep 27 Sep 28 thru Oct 4
Oct 5 thru Oct 11
Oct 12 thru Oct 18 Oct 19 thru Oct 25 Oct 26 thru Nov 1 Nov2thruNov8 Nov 9 thru Nov 15 Nov 16 thru Nov 22 Nov 23 thru Nov 29 Nov 30 thru Dec 6 Dec 7 thru Dec 12 Sat
Page 7
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
• Week 16
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14 Week 15
WEEK TOPIC ASSIGNMENTS DUE DATES
1. COMPUTER SYSTEMS HIGH ORDER LANGUAGES
Readings and Videos: Chapter 1,2 Text
Quiz 1 (PQ1 & SQ1) Sunday Week 1
Exercise Assignment A(ESA) Sunday Week 1
Discussion ESA (E/C) Discussion Board 1 (DB1) Homework1 (HW1) (Wk 1of 2) Discussion HW1 E/C
Sunday Week 1
Sunday Week 1
Sunday Week 2
Sunday Week 2
2. HIGH ORDER LANGUAGES
3. HIGH ORDER LANGUAGES
Quiz 2 (PQ2 & SQ2) Sunday Week 3
Exercise Assignment C (ESC) Sunday Week 3
Discussion ESC (E/C) Sunday Week 3
Discussion Board 3 (DB3) Sunday Week 3
Homework 2 HW2 (Wk 1 of 2) Sunday Week 4
Discussion HW2 (E/C) Sunday Week 4
Readings and Videos: Chapter 3, 4 Text
4. INFO REPRESENTATION
5. COMPUTER ARCHITECTURE
Readings and Videos: Chapter 5 Text
Quiz 4 (PQ4 & SQ4) Sunday Week 5 Exercise Assignment E (ESE) Sunday Week 5 Discussion ESE (E/C) Sunday Week 5 Discussion Board 5 (DB5) Sunday Week 5 Homework 3 (HW3) (Wk 1 of 2)Sunday Week 6 Discussion HW3 (E/C) Sunday Week 6
Page 8
Readings and Videos: Chapter 1,2 Text Exercise Assignment B(ESB) Sunday Week 2 Discussion ESB (E/C) Sunday Week 2 Discussion Board 2 (DB2) Sunday Week 2 Homework 1 (HW1) (Wk 2 of 2)Sunday Week 2 Discussion HW1 (E/C) Sunday Week 2
Readings and Videos: Chapter 3, 4 Text Quiz 3 (PQ3 & SQ3) Sunday Week 4 Exercise Assignment D (ESD) Sunday Week 4 Discussion ESD (E/C) Sunday Week 4 Discussion Board 4 (DB4) Sunday Week 4 Homework 2 (HW2) (Wk 2 of 2)Sunday Week 4 Discussion HW2 (E/C) Sunday Week 4
7. Compiling to Assembly
Readings and Videos: Chapter 6 Text
Exercise Assignment G (ESG) Sunday Week 7
Discussion ESG (E/C) Discussion Board 6 (DB6) Homework 4 (HW4) (Wk 1 of 2) Discussion HW4 (E/C)
Sunday Week 7
Sunday Week 7
Sunday Week 8
Sunday Week 8
8.Compiling To Assembly
Readings and Videos: Chapter
Quiz 6 (PQ6 & SQ6)
ESMidTerm (E/C)
Discussion ESMidterm (E/C) Sunday Week 8
Homework 4 HW4 (Wk 2 of 2) Sunday Week 8
Discussion HW4 (E/C). Sunday Week 8
6 Text
Sunday Week 8
Sunday Week 8
9.Midterm Review for Midterm Midterm Exam
Date TBD
10.Finite State Machines
Finite State Diagrams
Finite State Tables
Readings and Videos: Chap 7.1 and 7.2
Quiz 7 (PQ7 and SQ7)
Discussion Board 7 (DB7)
Exercise Assignment (ESH)
Discussion ESH E/C
Sunday Week 11
Sunday Week 11
Sunday Week 11
Sunday Week 11
11. Combinational Circuits
Readings and Videos: Chapter 10 Text
Quiz 8 (PQ8 and SQ8) Sunday Week 12 Exercise Assignment I (ESI) Sunday Week 12
Discussion ESI (E/C)
Discussion Board 8 (DB8)
Homework 5 (HW5)
Discussion HW5 (E/C)
Sunday Week 12
Sunday Week 12
Sunday Week 13
Sunday Week 13
6. Assembly Language
Readings and Videos: Chapter 5 Text
Quiz 5 (PQ5 & SQ5) Sunday Week 6
Exercise Assignment F (ESF) Sunday Week 6
Discussion ESF
Homework 3 (HW3) (Wk 2 of 2) Discussion HW3
Sunday Week 6
Sunday Week 6
Sunday Week 6
12. Combinational Circuits
Readings and Videos: Chapter
Quiz 9 (PQ9 and SQ9)
Exer Assmt K Lab1 (ESK)
Discussion ESK (E/C)
Homework 5 (HW5)
Discussion HW5 (E/C)
10 Text
Sunday Week 13
Sunday Week 13
Sunday Week 13
Sunday Week 13
Sunday Week 13
Page 9
14. Sequential Circuits
Readings and Videos: Chap 11,Chap 12 Text
Quiz 12(PQ12 and SQ12)
Exer Assmt M Lab 3(ESM)
Discussion ESM (E/C)
Homework 6 (HW6)
Discussion HW6
Sunday Week 15
Sunday Week 15
Sunday Week 15
Sunday Week 15
Sunday Week 15
15.Computer Organization Readings and Videos: Part of Chapter 12 Quiz 13(PQ13 and SQ13) Sunday Week 16 Exercise Assignment N (ESN) Sunday Week 16 Discussion ES13 Sunday Week 16
16 Final Exam Review for final exam Final Exam
Date TBD
13.Sequential circuits
Readings and Videos: Chap 11,Chap 12 Text
Quiz 10 (PQ10 and SQ10)
Exer Assmt L Lab 2(ESL)
Discussion ESL (E/C)
Discussion Board 9 (DB9)
Homework 6 (HW6)
Discussion HW6 (E/C)
Sunday Week 14
Sunday Week 14
Sunday Week 14
Sunday Week 14
Sunday Week 15
Sunday Week 15
Rev 5/11/2020
Page 10