CS 3501 Computer Organization Architecture Communications Dr

CS 3501 Computer Organization, Architecture & Communications Dr. Clincy Professor of CS Dr. Clincy Lecture 1

Special Adjustments for CS 3501 in the Summer • Reduced the overall course materials by 15% • The course’s official time is TTH 11 am to 4: 15 pm – Changed to 11 am to 4 pm – Will try to never keep students for the entire 5 hours • 90% of the time, put labs at the end so that students can leave early (after they finish the lab) • Try to minimize “in-class” lecture during exam dates Dr. Clincy Lecture 2

Course Info • Handouts of the data communication chapters and sections will be provided – saving you $ Dr. Clincy Lecture 3

Course Description & Outcome Dr. Clincy Lecture 4

Tentative Course Schedule Dr. Clincy Lecture 5

Assessment • • • Exam 2’s topics are the most important and challenging topics of the course and you will be examined in two parts (one part open book and another part closed book) – worth 20% Must have a book for the org and arch portion of the course – will need it for open book exams – if you have an ebook (or pdf), you will need to print the chapters for the open book exams For the communications portion of the course, you can use your laptop to view the handouts (however, you can not use a browser during the exam – if you use a browser during the exam, you will receive a zero) Should bring a calculator to ALL open-book and closed-book exams – cannot use your phone – will receive a zero if you use your phone Teams of 3 to 5 will be comprised for the final project – if team size drops below 2, the remaining team member will be re-assigned Dr. Clincy Intro 6

Lesson in Stats – Example of Curving Grades – Raw Score to Final Grade What is an Avg ? What is the SD ? This is the curve Fitting raw scores to a curve Curve if avg is below 70 If SD is less than 10, use 10 ? = 90 + (RS-77)/1. 4 ? = 80 + (RS-63)/1. 4 ? = 70 + (RS-49)/1. 4 Dr. Clincy Lecture Can all As, Bs or Cs be made with such a grading approach ? YES ? = 60 + (RS-35)/1. 4 7

Lab Policies and Expectations: • All lab assignments are designed to be completed in the allotted lab time. – – • • All labs must be completed by 3: 50 pm; this will give the lab instructor 10 minutes to shut down the lab – another lab section or course could be needing the room. The lab instructor is not expected or paid to stay past the lab deadline No makeup labs will be given and all labs must be conducted in the lab room (so you will not be able to conduct labs prior to the allotted time and day) Your lab instructor will grade your lab based on the percentage of the lab assignment you complete by 3: 50 pm – – – Your lab instructor expectations will be to present the lab assignment, clarify any questions about the assignment itself, assist with the tools used for the lab, and check-off your progress. Your lab instructor is not expected to do your lab assignments or tell you the answers Your lab instructor is not responsible for teaching or explaining any lecture content. Dr. Clincy Lecture 8

General Policies and Expectations: • • Attendance at all classes is highly encouraged but NOT required. Concepts and ideas discussed in one class are used as building blocks for more concepts and ideas in the next class. Any class session missed by the student is the student's responsibility to make up. Makeup exams will NOT be given; instead, the last exam will count in place of the missed exam. Will not drop the lowest grade. Exams should be returned to the Professor in class right after the review for the student to receive a grade. Grades are not logged until the students have reviewed the exams for grading mistakes (all exams except the last). If a student takes the exam from the classroom, a grading penalty of 50% will be used due to the fact the Professor has no real way of determining if the exam was tampered with or not. The Professor expects students to take advantage of office hours when needing clarification or help. You cannot attend some other course section’s lectures, labs or exams – each course section is independent If the student requires additional materials to read or additional problems to solve in better understanding the topics and concepts, the Professor expects the student to take the initiative in locating additional materials or problems. The book’s website has solutions to some of the chapter problems. Dr. Clincy Lecture 9

General Policies and Expectations: • In being successful in this subject, expect a minimum of 2 -3 hours of study per hour of lecture (6 -9 hours per week) • The Professor greatly supports students sending emails at any time – it will be the goal of the Professor to reply to emails within a 24 -hour time span (not counting weekends). • Lecture notes purpose: serve as a guide to the Professor – help organize and time lecture • Guarantee: current lecture notes will be posted before the next up-and-coming lecture (ie. lecture notes 1 will be posted before lecture 2 occurs) • See syllabus for withdrawal policy, enrollment policy, and the Academic Integrity Statement. Be sure and give me the signed copy at the next class meeting • Go to my website for a syllabus and lecture notes Dr. Clincy Lecture 10

(Listen to Recording) HELPFUL INSIGHT REGARDING CS 3501 UPFRONT Why CS 3501 ? I am a programmer … • A Computer Scientist should have a good understanding of the “science” of a “computer” compared to other professionals – – • Is CS 3501 only challenging at KSU ? • It is a well known and established “stereotype” that Org&Arch is usually the most challenging “CS” course for CS majors –nationally – especially for “accredited” CS programs • • • – • EE – Electromagnetic Fields I, III Math – Abstract Algebra and Real Analysis MD – Bio. Chem I, II Org&Arch isn’t programming oriented Org&Arch is engineering oriented Requires deductive reasoning Right or Wrong answers – like Math and Physics Requires FULLY understanding a “concept” in securing the correct answer – – – Not at the level of a “Computer Engineer” Not at the level of a “Physicist” CS majors today are much more marketable if they have significant knowledge of hardware – – – Course Constraints • KSU CS is ABET Accredited Memorizing problems and answers is not helpful, like Math and Physics Explain the “working many problems” versus “greatly explaining the concept” time-constraint dilemma Topics build on one another – topics are logically interrelated FOR A REFRESHER, REFER BACK TO THIS PPT Dr. Clincy SLIDE MIDWAY AND AT THE END THE COURSE – National body oversees - books, exams, instructors’ credentials, curriculum, etc… Professor doesn’t have the freedom to do what ever they want You can compete with anyone nationally • Can’t “waterdown” subject matter – reflected in exams, projects, the book used, etc. . jeopardizes accreditation • Can’t “cherry-pick” topics because you will not study the topics that were not picked – jeopardizes your ability to be competitive and knowledgeable Course Flexibility • Grading (let the students set the GRADING scale) – – – Old fashion grading approach is out dated and doesn’t fit our subject matter or student body Subject matter changes every 2 -3 years Open acceptance – Experienced guru to traditional straight out of Highschool student Professor and students focus on the subject vs the grades Your grade is relative and not absolute – explain this How can I maximize my success in CS 3501? • Understand the challenge of the subject matter on day one • Maintain a positive attitude about learning the topics for the duration of the course • Realize CS 3501 requires a significant amount of studying to make average to great grades • Study and learn as you go – do not only study right before the exam • No Excuses: Bad Book, Bad Professor, Not enough time, Etc • Don’t depend on MEMORIZING problems – understand concepts 11 • Ask questions and use office hours PROMPTLY in gathering clarity regarding concepts

CS 3510 - Chapter 1 (1 of 2) Dr. Clincy Professor of CS Dr. Clincy Lecture 3 Slide 12

Computer Organization & Architecture Chapter 1 Introduction & History Dr. Clincy 13

Chapter 1 Objectives • Know the difference between computer organization and computer architecture. • Understand units of measure common to computer systems. • Appreciate the evolution of computers. • Understand the computer as a layered system. • Be able to explain the von Neumann architecture and the function of basic computer components. Dr. Clincy 14

Introduction Why study computer organization and architecture? – Design better programs, including system software such as compilers, operating systems, and device drivers. – Optimize program behavior. – Evaluate (benchmark) computer system performance. – Understand time, space, and price tradeoffs in comparing systems. Dr. Clincy 15

Introduction • What is Computer Organization ? – Encompasses all physical aspects of computer systems. – E. g. , circuit design, control signals (how the computer is controlled), signaling methods, memory types. – Computer Organization helps us answer the question: “How does a computer operate ? ” • What is Computer Architecture ? – Focuses on the structure and behavior of the computer system – Refers to the logical aspects of system implementation as seen by the programmer. – E. g. , instruction sets, instruction formats, data types, number and types of registers, memory access methods, addressing modes, and I/O mechanisms. – The instruction set architecture (ISA) is the interface between the machine and all the software that runs on the machine – The “architecture” directly effects the logical execution of the programs – Computer Architecture helps us answer the question: “How do I design a computer? ” Not really clear-cut - Different perspectives of Org and Arch between Computer Scientists and Computer Engineers Dr. Clincy 16

Org Versus Arch • There is no clear distinction between matters related to computer organization and matters relevant to computer architecture. • Highlevel language algorithms are implemented by lower level languages which are implemented by machine-level algorithms implemented electronically • Principle of Equivalence of Hardware and Software: – Any task done by software can also be done using hardware, and any operation performed directly by hardware can be done using software. * * Assuming speed is not a concern. Dr. Clincy 17

Computer Components • At the most basic level, a computer is a device consisting of three pieces: – A processor to interpret and execute programs – A memory to store both data and programs – A mechanism for transferring data to and from the outside world. – This course will explore these three major pieces/parts in some details – Before doing so, lets explore some terminology Dr. Clincy 18

An Example System Terminology Consider this advertisement: z? ? H G e? ? ch Ca 1 GB? ? L CI? ? P USB ? ? What does it all mean? ? Dr. Clincy 19

Before going over the Ad’s terminology – let’s talk about measurements Measures of capacity and speed: • • Kilo- (K) = 1 thousand = 103 and 210 (Actually 1024) Mega- (M) = 1 million = 106 and 220 (Actually 1, 485, 576) Giga- (G) = 1 billion = 109 and 230 (Actually 1, 073, 741, 824) Tera- (T) = 1 trillion = 1012 and 240 Peta- (P) = 1 quadrillion = 1015 and 250 Exa- (E) = 1 quintillion = 1018 and 260 Zetta- (Z) = 1 sextillion = 1021 and 270 Yotta- (Y) = 1 septillion = 1024 and 280 Whether a metric refers to a power of ten or a power of two typically depends upon what is being measured. Dr. Clincy 20

Measurements • Hertz = clock cycles per second (frequency) – 1 MHz = 1, 000 Hz – Processor speeds are measured in MHz or GHz. • Byte = a unit of storage – – – 1 KB = 210 = 1024 Bytes 1 MB = 220 = 1, 048, 576 Bytes 1 GB = 230 = 1, 073, 741, 824 Bytes Main memory (RAM) is measured in GB Disk storage is measured in GB for small systems, TB (240) for large systems. – Lower case k and b, kilo bits = 103 = 1000 bits, Uppercase K and B, Kilobyte = 210 (ie. 3 KB = 3 x 1024 bytes = 3072 bytes) – Don’t think of “Kilobyte” in terms of a “byte” – two different units – byte is 8 bits and Kilobyte is 1024 bytes – Kilo vs Milli, Mega vs Micro, Giga vs Nano, Tera vs Pico, etc… Dr. Clincy 21

Measurements Measures of time and space: • • Milli- (m) = 1 thousandth = 10 -3 Micro- ( ) = 1 millionth = 10 -6 Nano- (n) = 1 billionth = 10 -9 Pico- (p) = 1 trillionth = 10 -12 Femto- (f) = 1 quadrillionth = 10 -15 Atto- (a) = 1 quintillionth = 10 -18 Zepto- (z) = 1 sextillionth = 10 -21 Yocto- (y) = 1 septillionth = 10 -24 Dr. Clincy 22

Measurements • Millisecond = 1 thousandth of a second – Hard disk drive access times are often 10 to 20 milliseconds. • Nanosecond = 1 billionth of a second – Main memory access times are often 50 to 70 nanoseconds. • Micron (micrometer) = 1 millionth of a meter – Circuits on computer chips are measured in microns. Dr. Clincy 23

Measurements • We note that cycle time is the reciprocal of clock frequency. • A bus operating at 133 MHz has a cycle time of 7. 52 nanoseconds: 133, 000 cycles/second = 7. 52 ns/cycle Now back to the advertisement. . . Dr. Clincy 24

Computer Ad’s Terminology The microprocessor is the “brain” of the system. It executes program instructions. This one is a Pentium (Intel) running at 3. 06 GHz. Dr. Clincy 25

Computer Ad’s Terminology This system has 4 GB of (fast) synchronous dynamic RAM (SDRAM). . . … and two levels of cache memory, the level 1 (L 1) cache is smaller and (probably) faster than the L 2 cache. Note that these cache sizes are measured in KB and MB. • Computers with large main memory capacity can run larger programs with greater speed than computers having small memories. • RAM is an acronym for random access memory. Random access means that memory contents can be accessed directly if you know its location. • Cache is a type of temporary memory that can be accessed faster than RAM. Dr. Clincy 26

Computer Ad’s Terminology Hard disk capacity determines the amount of data and size of programs you can store. This one can store 500 GB. 7200 RPM is the rotational speed of the disk. Generally, the faster a disk rotates, the faster it can deliver data to RAM. (There are many other factors involved. ) Dr. Clincy 27

Computer Ad’s Terminology ATA stands for advanced technology attachment, which describes how the hard disk interfaces with (or connects to) other system components. A DVD can store about 4. 7 GB of data. This drive supports rewritable DVDs, +/-RW, that can be written to many times. . 16 x describes its speed. Dr. Clincy 28

Computer Ad’s Terminology Ports allow movement of data between a system and its external devices. System buses can be augmented by dedicated I/O buses. PCI, peripheral component interface, is one such bus. This system has ten ports. • Serial ports send data as a series of pulses along one or two data lines. • Parallel ports send data as a single pulse along at least eight data lines. • USB, Universal Serial Bus, is an intelligent serial interface that is self-configuring. (It supports “plug and. Clincy Dr. play. ”) 29

Computer Ad’s Terminology This system has two PCI devices: a video card and a sound card. Dr. Clincy 30

Computer Ad’s Terminology The number of times per second that the image on a monitor is repainted is its refresh rate. The dot pitch of a monitor tells us how clear the image is. This one has a dot pitch of 0. 24 mm and a refresh rate of 75 Hz. The video card contains memory and programs that support the monitor. Dr. Clincy 31

Computer Ad’s Terminology Throughout the remainder of the book you will see how SOME of these components work and how they interact with software to make a complete computer systems. This raises two important questions: 1. What assurance do we have that computer components will operate as we expect? 2. And what assurance do we have that computer components will operate together? Answer: Standards Dr. Clincy 32

Standards Organizations • There are many organizations that set computer hardware standards-- to include the interoperability of computer components. • Throughout this book, and in your career, you will encounter many of them. • Some of the most important standards-setting groups are. . . • The Institute of Electrical and Electronic Engineers (IEEE) – Establishes standards for computer components, data representation, and signaling protocols, among many other things. • The International Telecommunications Union (ITU) – Concerns itself with the interoperability of telecommunications systems, including data communications and telephony. • National groups establish standards within their respective countries: – The American National Standards Institute (ANSI) – The British Standards Institution (BSI) • The International Organization for Standardization (ISO) – Is. Dr. Clincy influential in formulating standards for data comm, computer hardware 33 and software, including their methods of manufacture.

Take Break ? Or Not ? Dr. Clincy Lecture 3 Slide 34

CS 3510 - Chapter 1 (2 of 2) Dr. Clincy Professor of CS Dr. Clincy Lecture 3 Slide 35

Historical Development • To fully appreciate the computers of today, it is helpful to understand how things got the way they are. • The evolution of computing machinery has taken place over several centuries. • In modern times, computer evolution is usually classified into four generations according to the salient technology of the era. We note that many of the following dates are approximate. Dr. Clincy 36

History of Computers • Generation Zero of Modern Computing (1642 -1945) • Pre-computer Era – An Abacus (ab-ah-cus) was used • Also known as counting frame • Made with a bamboo frames and beads • Can find them in daycare centers today • After the decimal numbering system replaced the Roman numbering system, a number of people invented devices to make decimal calculations faster and more accurate – – Calculating Clock - Wilhelm Schickard (1592 - 1635). Mechanical calculator - Blaise Pascal (1623 - 1662). More advanced calculator - Charles Babbage (1791 - 1871) Punched card tabulating machines - Herman Hollerith (1860 1929). Dr. Clincy 37 37

History of Computers • 1 st Generation of Modern Computing (1940 s-1950 s) • During mid-1940 s • The 2 nd World War needed strategic type calculations performed and this lead to the 1 st generation of computers • Vacuum tubes • Magnetic storage • Filled entire room Dr. Clincy 38 38

Historical Development • The First Generation: Vacuum Tube Computers (1945 1953) – Electronic Numerical Integrator and Computer (ENIAC) – John Mauchly and J. Presper Eckert – University of Pennsylvania, 1946 • The ENIAC was the first general-purpose computer. Dr. Clincy 39

History of Computers • 2 nd Generation of Modern Computing (1950 s-1960 s) • AT&T Bell Labs’ invention of the transistor occurred • Made the computer smaller, faster and more reliable • Software industry was born during this era (Fortran, Cobol) • Compiler invented • Punch cards Dr. Clincy 40 40

History of Computers • 3 rd Generation of Modern Computing (1960 s-1980 s) • Transistors were made smaller to fit on a chip – semiconductor chips (integrated circuit introduced) • Mouse and keyboard introduced • Operating Systems were developed – could run multiple programs at the same time • Microprogramming, parallelism, pipelining • Cache and virtual memory Dr. Clincy 41 41

History of Computers • 4 th Generation of Modern Computing (1980 s to ? ? ? ) • Chips continued to get smaller and smaller (and faster) • For 3 rd-Gen-Era, many transistors on a single chip to form an IC – for 4 th-Gen-Era, many ICs on a single chip – Very Large Scale Integration (VLSI) • For what filled an entire room during the 1 st Era – now fills a palm of a hand • Microprocessor was introduced • All major components of a computer fit on a single chip • Home Computer was introduced during this era – IBM developed the PC in 1981 and Apple developed the Mac in 1984 • Computer manufacturers brought computing to the general consumer market (Embedded Systems) Dr. Clincy 42 42

History of Computers • 5 th Generation of Modern Computing (Future) • Make use of AI and voice recognition - devices that respond to natural languages input and are capable of learning and self-organization. • Quantum computers (based on quantum mechanics and physics versus transistors/digital) • Nanotechnology – processing done at an atomic and molecular level • Wireless networking and mobile apps (not only LAN level, but MAN level) • Embedded systems will continue to grow and find its way into smaller and smaller devices Dr. Clincy 43 43

Historical Development • Moore’s Law (1965) – Gordon Moore, Intel founder – “The density of transistors in an integrated circuit will double every year. ” • Contemporary version: – “The density of silicon chips doubles every 18 months. ” But this “law” cannot hold forever. . . Dr. Clincy 44

Historical Development • Rock’s Law – Arthur Rock, Intel financier – “The cost of capital equipment to build semiconductors will double every four years. ” – In 1968, a new chip plant cost about $12, 000. At the time, $12, 000 would buy a nice home in the suburbs. An executive earning $12, 000 per year was “making a very comfortable living. ” – In 2010, a chip plants under construction cost well over $4 billion is more than the gross domestic product of some small countries, including Barbados, Mauritania, and Rwanda. – NOTE: For Moore’s Law to hold, Rock’s Law must fall, or vice versa. But no one can say which will give out first. Dr. Clincy 45

The Computer Level Hierarchy • Computers consist of many things besides chips. • Before a computer can do anything worthwhile, it must also use software. • Writing complex programs requires a “divide and conquer” approach, where each program module solves a smaller problem. • Complex computer systems employ a similar technique through a series of virtual machine layers. • • The machines at each level execute their own particular instructions, calling upon machines at lower levels to perform tasks as required. • Dr. Clincy Each virtual machine layer is an abstraction of the level below it (Hmmm – recall OSI Model). Computer circuits ultimately carry out the work. 46

The Computer Level Hierarchy • Level 6: The User Level – Program execution and user interface level. – The level with which we are most familiar. • Level 5: High-Level Language Level – The level with which we interact when we write programs in languages such as C, Pascal, Lisp, and Java. • Level 4: Assembly Language Level – • • Acts upon assembly language produced from Level 5, as well as instructions programmed directly at this level. Level 3: System Software Level • – Controls executing processes on the system. – Protects system resources. – Assembly language instructions often pass through Level 3 without modification. Level 2: Machine Level – – – Level 1: Control Level – A control unit decodes and executes instructions and moves data through the system. – Control units can be microprogrammed or hardwired. Also known as the Instruction Set Architecture (ISA) Level. – A microprogram is a program written in a low-level language that is implemented by Consists of instructions that are particular to the architecture the hardware. of the machine. – Hardwired control units consist of hardware Programs written in machine language need no compilers, that directly executes machine instructions. interpreters, or assemblers. Dr. Clincy 47

The von Neumann Model • Inventors of the ENIAC, John Mauchley and J. Presper Eckert, conceived of a computer that could store instructions in memory. • The invention of this idea has since been ascribed to a mathematician, John von Neumann, who was a contemporary of Mauchley and Eckert. • Stored-program computers have become known as von Neumann Architecture systems. • Today’s stored-program computers have the following characteristics: – Three hardware systems: • A central processing unit (CPU) • A main memory system • An I/O system – The capacity to carry out sequential instruction processing. – A single data path between the CPU and main memory. • This single path is known as the von Neumann bottleneck. Dr. Clincy 48

The von Neumann Model • On the ENIAC, all programming was done at the digital logic level. • Programming the computer involved moving plugs and wires. • A different hardware configuration was needed to solve every unique problem type. Configuring the ENIAC to solve a “simple” problem required many days labor by skilled technicians. Dr. Clincy 49

The von Neumann Model • This is a general depiction of a von Neumann system: • These computers employ a fetch-decode -execute cycle to run programs as follows. . . Dr. Clincy 50

The von Neumann Model • (1) The control unit fetches the next instruction from memory using the program counter to determine where the instruction is located. • (2) The instruction is decoded into a language that the ALU can understand. Dr. Clincy • (3) Any data operands required to execute the instruction are fetched from memory and placed into registers within the CPU. • (4) The ALU executes the instruction and places results in registers or memory. 51

Non-von Neumann Models • Conventional stored-program computers have undergone many incremental improvements over the years. • These improvements include adding specialized buses, floating-point units, and cache memories, to name only a few. • But enormous improvements in computational power require departure from the classic von Neumann architecture. • Adding processors is one approach. Dr. Clincy 52

Non-von Neumann Models • In the late 1960 s, high-performance computer systems were equipped with dual processors to increase computational throughput. • In the 1970 s supercomputer systems were introduced with 32 processors. • Supercomputers with 1, 000 processors were built in the 1980 s. • In 1999, IBM announced its Blue Gene system containing over 1 million processors. Dr. Clincy 53

Non-von Neumann Models • Multicore architectures have multiple CPUs on a single chip. • Dual-core and quad-core chips are commonplace in desktop systems. • Multi-core systems provide the ability to multitask – E. g. , browse the Web while burning a CD • Multithreaded applications spread mini-processes, threads, across one or more processors for increased throughput. Dr. Clincy 54

Conclusion • This chapter has given you an overview of the subject of computer architecture. • You should now be sufficiently familiar with general system structure to guide your studies throughout the remainder of this course. • Subsequent chapters will explore many of these topics in great detail. Dr. Clincy 55