ABET Course Objectives and Outcomes Form 
Course number and title:  EEM116C Computer Systems Architecture  
Credits:  4  
Instructor(s)incharge:  Not offered 201112  
Course type:  Lecture  
Required or Elective:  Required for students following the CE option.  
Course Schedule: 


Course Assessment: 


Grading Policy:  Typically, 10% homework, 45% midterm, 45% final.  
Course Prerequisites:  EEM16 or CS M51A, CS 33. Recommended EEM116L or CS M152A, CS 111.  
Catalog Description:  Computer system organization and design, implementation of CPU datapath and control, instruction set design, memory hierarchy (caches, main memory, virtual memory) organization and management, input/output subsystems (bus structures, interrupts, DMA), performance evaluation, pipelined processors.  
Textbook and any related course material: 


Course Website  
Topics covered in the course and level of coverage: 


Course objectives and their relation to the Program Educational Objectives:  
Contribution of the course to the Professional Component: 


Expected level of proficiency from students entering the course: 


Material available to students and department at end of course:  


Will this course involve computer assignments? NO  Will this course have TA(s) when it is offered? YES 
Level of contribution of course to Program Outcomes  


:: Upon completion of this course, students will have had an opportunity to learn about the following :: 
Specific Course Outcomes  Program Outcomes  
1.  Compare the performance of computer systems using MIPS and MFLOPS ratings.  a c i  
2.  Identify the components of an instruction set, such as opcode, operands, and format.  a  
3.  Translate fractional numbers into IEEE scientific format.  a m  
4.  Translate numbers in IEEE scientific format into their fractional form.  a m  
5.  Implement 32bit multiplication using iterative methods.  a m  
6.  Construct a simple 32bit datapath composed of two function units and a register file.  a  
7.  Use pipelining to improve the performance of a simple 32bit instruction set.  a  
8.  Compare the design of directmapped and associative caches.  a  
9.  Explain the function of the translation lookaside buffer in a memory management unit.  a g  
10.  Explain the sequence of operations in handling interrupts from a variety of simple peripherals.  a g  
11.  Several homework assignments delving on core concepts and reinforcing analytical skills learned in class.  a i  
12.  Opportunities to interact weekly with the instructor and the teaching assistant(s) during regular office hours and discussion sections in order to further the students' learning experience and the students' interest in the material.  i 
Program outcomes and how they are covered by the specific course outcomes  
(a)  ¤  Compare the performance of computer systems using MIPS and MFLOPS ratings.  
¤  Identify the components of an instruction set, such as opcode, operands, and format.  
¤  Translate fractional numbers into IEEE scientific format.  
¤  Translate numbers in IEEE scientific format into their fractional form.  
¤  Implement 32bit multiplication using iterative methods.  
¤  Construct a simple 32bit datapath composed of two function units and a register file.  
¤  Use pipelining to improve the performance of a simple 32bit instruction set.  
¤  Compare the design of directmapped and associative caches.  
¤  Explain the function of the translation lookaside buffer in a memory management unit.  
¤  Explain the sequence of operations in handling interrupts from a variety of simple peripherals.  
¤  Several homework assignments delving on core concepts and reinforcing analytical skills learned in class.  
(c)  ¤  Compare the performance of computer systems using MIPS and MFLOPS ratings.  
(g)  ¤  Explain the function of the translation lookaside buffer in a memory management unit.  
¤  Explain the sequence of operations in handling interrupts from a variety of simple peripherals.  
(i)  ¤  Compare the performance of computer systems using MIPS and MFLOPS ratings.  
¤  Several homework assignments delving on core concepts and reinforcing analytical skills learned in class.  
¤  Opportunities to interact weekly with the instructor and the teaching assistant(s) during regular office hours and discussion sections in order to further the students' learning experience and the students' interest in the material.  
(m)  ¤  Translate fractional numbers into IEEE scientific format.  
¤  Translate numbers in IEEE scientific format into their fractional form.  
¤  Implement 32bit multiplication using iterative methods.  
:: Last modified: February 2013 by J. Lin :: 