Component Type	Contact Hours
Lecture	3.0

Enrollment Component	Per Semester	Per Section	Multiple Sections?	Comments
Lecture	1	100	No	Combined 463/563 section..

SIS Program Code	Program Title	Required or Elective?
14CPEBS	Computer Engineering	Elective
14EEBS	Electrical Engineering	Elective

Catalog Description

Architecture of microprocessors. Measuring performance. Instruction-set architectures. Memory hierarchies, including caches, prefetching, program transformations for optimizing caches, and virtual memory. Processor architecture, including pipelining, hazards, branch prediction, static and dynamic scheduling, instruction-level parallelism, superscalar, and VLIW. Major projects.

Justification for each revision:

1. Title and Abbreviated title change.

The new title better conveys the course's content. Microprocessor architecture is a term with a narrower and more specific meaning, pertaining directly to the design of the logic and overall organization of microprocessors. The older title is broader and possibly misleading to students and other stake holders.

The new abbreviation better matches the new title.

2. Prerequisites:

The proposed change is to add ECE 209 and 212 as the prerequisite. ECE 209 covers programming with data structures and the C programming language. Substantial prior programming experience is required for this course because students implement simulators of computer architecture components. While ECE 209 is already required for both CPE and EE students, currently, there is nothing preventing students from taking ECE 463 before ECE 209. Making ECE 209 a prerequisite of ECE 463 enforces the correct course sequence.

ECE 212 is required for the basics of digital systems design. ECE 310 (formerly 406 and listed as a prerequisite) could be selected instead of 212, but the more advanced material covered in 310 is not strictly required for the material in this course.

3. Catalog description:

The current catalog description is outdated. For example, ECE 463 is primarily concerned about uniprocessor design and not multiprocessor design, so reference to the latter has been removed. On the other hand, the enumeration of processor topics has been made more descriptive and comprehensive.

4. Content:

Processor technology evolves rapidly and semiconductor technology trends cause emphasis to shift from one performance metric to another (for example, power consumption, cycle time, etc.). Faculty in charge of ECE 463 continuously update the content of the course accordingly. Note that the fundamental content has not changed.

Rather, certain outdated aspects receive less emphasis, certain other aspects receive more emphasis (e.g., virtual memory, critical paths and cycle time impact, etc.), and new aspects are introduced (e.g., modeling energy consumption in projects).

5. Student learning outcomes:

Student learning outcomes are described more comprehensively and in more depth. This is a result of continuous assessment consistent with ABET goals.

6. Dual Level Listing

463 and 521 are currently co-taught as a dual listed course sequence. Under new rules, the dual listed course must be numbered 563. So, we will add that as a new course and later drop 521.

The difference in requirements between 463 and 563 are enumerated in the Student Evaluation Methods. There are two main differences: (1) projects for 463 have substantially reduced scope compared to 563, and (2) the midterm and final exam have additional questions for 563 students that demand greater or deeper mastery of the material.

Does this course have a fee?

List amount and justification for fee:

Is this a GEP Course?

GEP Categories

Humanities Open when gep_category = HUM

Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:

List the Instructor's student learning outcomes that are relevant to the GEP Humanities Objective 1:
Obj. 1) Engage the human experience through the interpretation of culture.

Measure(s) for the above outcome(s): Describe the assessments that will be used to determine if students have achieved the outcome. Including a relevant example assignment/question/prompt is encouraged for clarity.

List the Instructor's student learning outcomes that are relevant to the GEP Humanities Objective 2:
Obj. 2): Become aware of the act of interpretation itself as a critical form of knowing in the humanities.

List the Instructor's student learning outcomes that are relevant to the GEP Humanities Objective 3:
Obj. 3) Make academic arguments about the human experience using reasons and evidence for supporting those reasons that are appropriate to the humanities.

Attach Additional GEP Information if applicable

Mathematical Sciences Open when gep_category = MATH

Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:

List the Instructor's student learning outcomes that are relevant to the GEP Mathematical Sciences Objective 1:
Obj. 1) Improve and refine mathematical problem-solving abilities.

List the Instructor's student learning outcomes that are relevant to the GEP Mathematical Sciences Objective 2:
Obj. 2) Develop logical reasoning skills.

Attach Additional GEP Information if applicable

Natural Sciences Open when gep_category = NATSCI

Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:

List the Instructor's student learning outcomes that are relevant to the GEP Natural Sciences Objective 1:
Obj.O 1) Use the methods and processes of science in testing hypotheses, solving problems and making decisions

List the Instructor's student learning outcomes that are relevant to the GEP Natural Sciences Objective 2:
Obj. 2) Make inferences from and articulate, scientific concepts, principles, laws, and theories, and apply this knowledge to problem solving.

Attach Additional GEP Information if applicable

Social Sciences Open when gep_category = SOCSCI

Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:

List the Instructor's student learning outcomes that are relevant to the GEP Social Sciences Objective 1:
Obj. 1) Examine at least one of the following: human behavior, culture, mental processes, organizational processes, or institutional processes.

List the Instructor's student learning outcomes that are relevant to the GEP Social Sciences Objective 2:
Obj. 2) Demonstrate how social scientific methods may be applied to the study of human behavior, culture, mental processes, organizational processes, or institutional processes.

List the Instructor's student learning outcomes that are relevant to the GEP Social Sciences Objective 3:
Obj. 3) Use theories or concepts of the social sciences to analyze and explain theoretical and or real-world problems, including the underlying origins of such problems.

Attach Additional GEP Information if applicable

Interdisciplinary Perspectives Open when gep_category = INTERDISC

Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:

List the Instructor's student learning outcomes that are relevant to the GEP Interdisciplinary Objective 1:
Obj. 1) Distinguish between the distinct approaches of two or more disciplines.

List the Instructor's student learning outcomes that are relevant to the GEP Interdisciplinary Objective 2:
Obj. 2) Identify and apply authentic connections between two or more disciplines.

List the Instructor's student learning outcomes that are relevant to the GEP Interdisciplinary Objective 3:
Obj. 3) Explore and synthesize the approaches or views of two or more disciplines.

To assist CUE in evaluating this course for inclusion on the Interdisciplinary Perspecitves list, please answer these additional questions.
1. Which disciplines will be synthesized, connected, and/or considered in this course?

2. How will the instructor present the material so that these disciplines are addressed in a way that allows the students "to integrate the multiple points of view into a cohesive understanding"?

Attach Additional GEP Information if applicable

Visual & Performing Arts Open when gep_category = VPA

Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:

List the Instructor's student learning outcomes that are relevant to the GEP Visual & Performing Arts Objective 1:
Obj. 1) Deepen their understanding of aesthetic, cultural, and historical dimensions of artistic traditions.

List the Instructor's student learning outcomes that are relevant to the GEP Visual & Performing Arts Objective 2:
Obj. 2) Strengthen their ability to interpret and make critical judgements about the arts through the analysis of structure, form, and style of specific works.

List the Instructor's student learning outcomes that are relevant to the GEP Visual & Performing Arts Objective 3:
Obj. 3) Strengthen their ability to create, recreate, or evaluate art based upon techniques and standards appropriate to the genre.

Attach Additional GEP Information if applicable

Health and Exercise Studies Open when gep_category = HES

Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:

List the Instructor's student learning outcomes that are relevant to the GEP Health & Exercise Studies Objective 1:
Obj. 1) Acquire the fundamentals of health-related fitness, encompassing cardio-respiratory and cardiovascular endurance, muscular strength and endurance, muscular flexibility and body composition.

List the Instructor's student learning outcomes that are relevant to the GEP Health & Exercise Studies Objective 2:
Obj. 2) Apply knowledge of the fundamentals of health-related fitness toward developing, maintaining, and sustaining an active and healthy lifestyle.

List the Instructor's student learning outcomes that are relevant to the GEP Health & Exercise Studies Objective 3:
Obj. 3) Acquire or enhance the basic motor skills and skill-related competencies, concepts, and strategies used in physical activities and sport.

List the Instructor's student learning outcomes that are relevant to the GEP Health & Exercise Studies Objective 4:
Obj. 4) Gain a thorough working knowledge, appreciation, and understanding of the spirit and rules, history, safety, and etiquette of physical activities and sport.

Attach Additional GEP Information if applicable

Global Knowledge Open when gep_category = GLOBAL

Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:

List the Instructor's student learning outcomes that are relevant to the GEP Global Knowledge Objective 1:
Obj. 1) Identify and examine distinguishing characteristics, including ideas, values, images, cultural artifacts, economic structures, technological or scientific developments, and/or attitudes of people in a society or culture outside the United States.

Please complete at least 1 of the following student objectives.
List the Instructor's student learning outcomes that are relevant to the GEP Global Knowledge Objective 2:
Obj. 2) Compare these distinguishing characteristics between the non-U.S. society and at least one other society.

List the Instructor's student learning outcomes that are relevant to the GEP Global Knowledge Objective 3:
Obj. 3) Explain how these distinguishing characteristics relate to their cultural and/or historical contexts in the non-U.S. society.

List the Instructor's student learning outcomes that are relevant to the GEP Global Knowledge Objective 4:
Obj. 4) Explain how these disinguishing characteristics change in response to internal and external pressures on the non-U.S. society.

Attach Additional GEP Information if applicable

US Diversity Open when gep_category = USDIV

Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.

List the Instructor's student learning outcomes that are relevant to the GEP U.S. Diversity Objective 1:
Obj. 1) Analyze how religious, gender, ethnic, racial, class, sexual orientation, disability, and/or age identities are shaped by cultural and societal influences.

List the Instructor's student learning outcomes that are relevant to the GEP U.S. Diversity Objective 2:
Obj. 2) Categorize and compare historical, social, political, and/or economic processes producing diversity, equality, and structured inequalities in the U.S.

List the Instructor's student learning outcomes that are relevant to the GEP U.S. Diversity Objective 3:
Obj. 3) Interpret and evaluate social actions by religious, gender, ethnic, racial, class, sexual orientation, disability, and/or age groups affecting equality and social justice in the U.S.

List the Instructor's student learning outcomes that are relevant to the GEP U.S. Diversity Objective 4:
Obj. 4) Examine interactions between people from different religious, gender, ethnic, racial, class, sexual orientation, disability, and/or age groups in the U.S.

Attach Additional GEP Information if applicable

Requisites and Scheduling

What percentage of the seats offered will be open to all students?

a. If seats are restricted, describe the restrictions being applied.

b. Is this restriction listed in the course catalog description for the course?

List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.

List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)

Additional Information

Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.

Title and author of any required text or publications.

Major topics to be covered and required readings including laboratory and studio topics.

List any required field trips, out of class activities, and/or guest speakers.

Consultation

Instructional Resources Statement

No additional resources are needed.

Course Objectives/Goals

This course covers the architecture of high-performance processors and memory systems. Students undertake three major architecture simulation projects.

Student Learning Outcomes

1. Describe techniques for quantifying or measuring the performance of a microprocessor (CPU) when running a workload.

2. Define Instruction-Set Architecture (ISA) and what it specifies. This includes explaining its importance, distinguishing between software, ISA, and hardware, describing important historical trends, and designing ISA features.

3. Describe the rationale and structure of high performance cache memory hierarchies, and explain the role of temporal and spatial locality of data in their design.

4. Explain the importance of Virtual Memory, and describe the architectural mechanisms that support it.

5. Explain how a pipelined processor executes instructions; analyze and identify common pipeline hazards; and, describe techniques for mitigating them.

6. Explain the meaning of superscalar processing and describe multiple architectural approaches for supporting it; also, characterize the performance differences and the logic complexity of superscalar processing compared with scalar processing.

7. Apply knowledge from prior objectives to simulate microprocessors and their components both manually and by constructing software programs that perform the simulation.

8. Design microarchitectural components, and use simulation to measure performance and evaluate alternative microarchitectural designs.

Student Evaluation Methods

Evaluation Method	Weighting/Points for Each	Details
Homework	10%	There will be approximately 4 to 6 homeworks throughout the semester, covering major topics: measuring performance, caches and memory hierachies, ISAs and pipelining, and instruction-level parallelism.
Project	15%	Project 1. Typically, the first project involves (1) constructing a cache and memory hierarchy simulator with various optimizations and flexible parameters, and (2) extensive design space exploration of the optimal memory hierarchy for each benchmark program, in terms of various performance, cost, and power metrics. ECE 563 students are required to implement and evaluate more design features. The project for 563 students is more challenging and of significantly greater scope.
Project	10%	Project 2. Typically, the second project involves (1) constructing a dynamic branch predictor simulator with various optimizations and flexible parameters, and (2) extensive design space exploration of the optimal dynamic branch predictor for each benchmark program in terms of various performance, cost, and power metrics. ECE 563 students are required to implement and evaluate more design features. The project for 563 students is more challenging and of significantly greater scope.
Project	15%	Typically, the third project involves (1) constructing a Tomasulo-style pipeline simulator with various optimizations and flexible microarchitectural parameters, and (2) extensive characterization of performance as a function of key microarchitectural parameters. ECE 563 students are required to implement and evaluate more design features. The project for 563 students is more challenging and of significantly greater scope.
Midterm	25%	The midterm exam covers the first half of the semester which typically includes the following major units: measuring performance, caches and memory hierarchies, and instruction-set architectures. ECE 563 students are given additional questions that evaluate mastery of material at a deeper level.
Final Exam	25%	The final exam may be comprehensive or may cover only the second half of the semester, at the discretion of the instructor. The second half of the semester typically includes the following major units: pipelining and instruction-level parallelism. ECE 563 students are given additional questions that evaluate mastery of material at a deeper level.

Topical Outline/Course Schedule

Syllabus

ECE_463_and_563_001update.pdf

Additional Documentation

Additional Comments

The syllabus includes a detailed schedule so it is not replicated above.

mlnosbis 10/19/2016: No overlapping courses. MAE 534 mentions microprocessor architecture as a topic, but College of Engineering has fully approved this course, indicating no overlapping content.

ghodge 10/20/2016 ready for ABGS reviewers

ABGS Reviewer Comments:
-None

Justification for this request

History

Viewing: ECE 463 / ECE 563 : Microprocessor Architecture

Last approved: Wed, 07 Mar 2018 14:56:29 GMT

Last edit: Wed, 07 Mar 2018 14:56:22 GMT

ECE 463:

ECE 563: